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Psychological Well-Being of Students With High Abilities and Their School’s Ecology: Is There a Relationship?
Roeper Review Pub Date : 2021-07-28 , DOI: 10.1080/02783193.2021.1923593
Susan Burkett-McKee , Bruce Allen Knight , Michelle Avila Vanderburg

ABSTRACT

There is a growing acknowledgment of the relationship between students’ psychological well-being and educational success. However, relatively few studies have focused on a connection between the psychological well-being of students who have high abilities and their school ecology. School-based experiences associated with interactions involving students, individual characteristics, contextual aspects and time-related factors are explored as they relate to the psychological well-being of students with high abilities. Psychological well-being in this article refers to students’ motivation, ability to cope with stressors, their expectations for the future, their involvement in the community, and their sense of life satisfaction. This position paper invites researchers, educators, and other school-based stakeholders to consider the importance of the interplay between students’ psychological well-being and the ecology in which they work.



中文翻译:

高素质学生心理幸福感与学校生态:有关系吗?

摘要

人们越来越认识到学生心理健康与教育成功之间的关系。然而,相对较少的研究关注高能力学生的心理健康与其学校生态之间的联系。探索与涉及学生、个体特征、情境方面和时间相关因素的互动相关的校本体验,因为它们与高能力学生的心理健康有关。本文中的心理幸福感是指学生的积极性、应对压力的能力、对未来的期望、对社区的参与以及对生活的满足感。本立场文件邀请研究人员、教育工作者、

更新日期:2021-07-28
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