Academic, Emotional, and Social Experiences of Gifted and Non-Gifted High School Students during the COVID-19 Pandemic

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  • Author(s): Neža Podlogar (ORCID Neža Podlogar (ORCID 0000-0003-3589-3235); Anja Podlesek (ORCID Anja Podlesek (ORCID 0000-0003-2987-8338); Mojca Juriševic (ORCID Mojca Juriševic (ORCID 0000-0001-6065-2164)
  • Language:
    English
  • Source:
    European Journal of Psychology of Education. 2024 39(4):3685-3707.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      Psychological Patterns; Social Experience; Student Experience; Academically Gifted; High School Students; COVID-19; Pandemics; Individual Differences; Distance Education; School Closing; Student Attitudes; Well Being; Stress Variables; Gender Differences; Educational Quality
    • Accession Number:
      10.1007/s10212-023-00782-6
    • ISSN:
      0256-2928
      1878-5174
    • Abstract:
      The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1445800