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Dobrostan uczniów uzdolnionych: co mówią badania naukowe? Systematyczny przegląd literatury

dc.contributor.authorGierczyk, Marcin
dc.contributor.authorRenzulli, Joseph S.
dc.date.accessioned2023-07-03T08:01:55Z
dc.date.available2023-07-03T08:01:55Z
dc.date.issued2023-06-30
dc.identifier.issn2450-4491
dc.identifier.urihttp://hdl.handle.net/11089/47390
dc.description.abstractThe purpose of this article is to review recent literature on the subjective well-being of gifted and talented students and to consider its practical implications. Fifteen articles were reviewed, published between 2005 and 2022, and selected according to a systematic protocol from two widely used online databases. The analysis showed that it could not be clearly stated whether giftedness is a risk or a protective factor for gifted and talented children’s and adolescents’ subjective well-being. Simultaneously, the research results published in most of the analyzed articles did not indicate statistically significant differences between the sense of subjective well-being and psychological well-being of gifted and talented students compared to average-ability students. Studies on the well-being of gifted children and young people employ a number of scales relating to different areas of human psychophysical functioning, i.e.: mood, stress, sense of self-efficacy, interests, sense of loneliness, sense of humor, atmosphere in school, which allows a holistic view of the analyzed phenomenon.en
dc.description.abstractCelem niniejszego artykułu jest przegląd badań naukowych dotyczących problematyki dobrostanu (well-being) uzdolnionych dzieci i młodzieży. Przyjęto procedurę przeglądu systematycznego w oparciu o protokół Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Page et al. 2021). Analizie poddano 15 artykułów opublikowanych w latach 2005–2022 w recenzowanych czasopismach naukowych. Analizy pokazały, że nie można jednoznacznie stwierdzić, czy uzdolnienia są czynnikiem ryzyka, czy też czynnikiem chroniącym dla subiektywnego poczucia dobrostanu dzieci i młodzieży uzdolnionej. Jednocześnie wyniki badań publikowane w większości analizowanych tekstów nie wskazały istotnych statystycznie różnic między poczuciem dobrostanu subiektywnego, jak i psychicznego uczniów uzdolnionych w porównaniu do uczniów o przeciętnych zdolnościach. W badaniach subiektywnego poczucia dobrostanu uzdolnionych dzieci i młodzieży wykorzystuje się szereg skal odnoszących się do różnych obszarów psychofizycznego funkcjonowania człowieka, np. nastroju, stresu, poczucia własnej skuteczności, zainteresowań, poczucia samotności, poczucia humoru, klimatu szkolnego, co pozwala na holistyczne spojrzenie na analizowane zjawisko.pl
dc.language.isopl
dc.publisherWydawnictwo Uniwersytetu Łódzkiegopl
dc.relation.ispartofseriesNauki o Wychowaniu. Studia Interdyscyplinarne;1pl
dc.rights.urihttps://creativecommons.org/licenses/by/4.0
dc.subjectgiften
dc.subjecttalenten
dc.subjectwell-beingen
dc.subjectsystematic reviewen
dc.subjectzdolnośćpl
dc.subjecttalentpl
dc.subjectdobrostanpl
dc.subjectwell-beingpl
dc.subjectsystematyczny przeglądpl
dc.titleDobrostan uczniów uzdolnionych: co mówią badania naukowe? Systematyczny przegląd literaturypl
dc.title.alternativeThe Well-Being of Gifted Students: What Does the Research Say? A Systematic Literature Reviewen
dc.typeArticle
dc.page.number35-56
dc.contributor.authorAffiliationGierczyk, Marcin - Uniwersytet Śląski w Katowicachpl
dc.contributor.authorAffiliationRenzulli, Joseph S. - University of Connecticut, USApl
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dc.contributor.authorEmailGierczyk, Marcin - marcin.gierczyk@us.edu.pl
dc.contributor.authorEmailRenzulli, Joseph S. - joseph.renzulli@uconn.edu
dc.identifier.doi10.18778/2450-4491.16.03
dc.relation.volume16


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