An analysis of relations of mental well-being and mental psychopathology of gifted students by an emotional and social developmental process perspective

Abstract

Jung, K. S. (2022, July 7-10). An analysis of relations of mental wellbeing and mental psychopathology of gifted students by an emotional and social developmental process perspective. [Poster session]. The 17th Asia-Pacific Conference on Giftedness 2022, Taipei, Taiwan. http://doi.org/10.13140/RG.2.2.16621.26084/2

Abstract and video Retrieved from www.apcgtaipei2022.org, https://youtu.be/V9DmXpMAgA4

Pray for the lives of Ukraine! Matthew 6:33, KJV.

Full text

RESEARCH POSTER PRESENTATION DESIGN © 2019
www.PosterPresentations.com
Purpose of research
A dual factor model of mental wellbeing & mental psychopathology
on parental psychological supports associated with perceived
giftedness phase, character, and educational fit of gifted students was
examined in this study. A psychometrical survey instrument was used
to collect data from 131 Korean gifted students of 11-15
ages(M=13.85) for analyzing structural equation modeling by
MPlus8.3. The results suggested that mental psychopathology on
parental psychological supports had statistically significant total
indirect negative effects mediated by mental wellbeing, perceived
giftedness phase, character, and educational fit. The results will be
used to prevent mental psychopathology & improve mental
wellbeing, & character of gifted students.
KEYWORDS: gifted students, mental wellbeing, mental
psychopathology, perceived giftedness, character, educational fit,
parental psychological supports
Abstract
Conclusion & limitation
The purpose of this study was analyzed that relations of mental
wellbeing & mental psychopathology on parental psychological
environments with perceived giftedness phase, character, and
educational fit of gifted students. Gifted students were differentiated
by participating gifted education from regular education curriculum
of general students (Makel et al., 2015). Giftedness of Transaction:
Context Agency Development(T:CAD) was made by process of
participation of gifted education as individual and groups of agency
of emotional and social and meta cognition evaluated by oneself of
gifted students (Lo et al., 2019). The criteria of giftedness were
measured by IQ & academic accomplishments of gifted students
(Dwairy, 2004).
According to meta analysis of Jung (2019), children and adolescents
of gifted students had statistical significant higher mental wellbeing
and lower mental developmental crisis than those of general students,
mental psychopathology was not significant differences between
gifted and general students. But gifted adults had higher mental
psychopathology than general adults(Karpinski et al., 2018 ).
Parents psychological environments of gifted students affected
largely from giftedness to becoming talented of developmental
process (Chen et al., 2020). In addition, giftedness, character, and
educational fit affected on mental health of gifted students(Neihart,
1999). Each factors of gifted students had possibility of complex
effects of indirect or direct between environments and characteristic
differences distinguished from those of general students(Cross et al.,
2015). Constructive relations of important explanatory factors of
gifted students need to be testified for support emotional and social
protect factors related giftedness to develop talent.
Studies Interdisciplinary Program in Gifted Education, College of Education
Ewha Womans University
Ph.D. Candidate. Jung, Kwang Surk
An analysis of mental wellbeing and mental psychopathology of gifted students by an emotional and social developmental
process perspective
The participants of this study was comprised by 131 gifted students
attending gifted education of university, public school, or private
institute located in Seoul, Korea who enrolled from 5th grade of
elementary school to 2nd grade of middle school had an average age
of 13.85(SD=.97) and comprised more males (n=64) than females.
The mostly Korean born participants(100%) did not have multiple
ancestries.
Perceived IQ and academic accomplishments phase(α=.63) of
giftedness and perceived learning difficulties of educational fit
(α=.72) as suggested by Jung(2021) , mental wellbeing(α=.92) of the
Korean Mental Health Continuum Short Form (K-MHC-SF; Keyes et
Results
Correlation and confirmatory factor analyses
Mental psychopathology and mental wellbeing, character, and parental
supports were negative relations(rs=-.389∼-.714, ps<.01). Mental
wellbeing, and character, parental supports were positive
relations(rs=.464∼.766, ps<.01). Correlations under .85 were satisfied for
discriminant validity test (Kline, 2011). Skewness under 3 and kurtosis
under 10 each factors were satisfied for univariate normality test (Kline,
2011). Confirmatory factor analyses had a proper fit(χ2=19.502(df=16,
p=.244), χ2/df=1.219, TLI=.980, CFI.=.991, SRMR=.033,
RMSEA=.041(90%CI[.000,.095]).
Structural equation modeling
The resulting structural equation model had an adequate fit
(χ2=19.502(df=16, p=.244), χ2/df=1.219, TLI=.980, CFI=.991,
SRMR=.033, RMSEA=.041(90%CI[.000,.095]) to the data(refer to
Figure1). Mental wellbeing(β=.181, t=2.202, p<.05) and character(β=.491,
t=4.556, p<.001) on parental supports had statistical significant positive
effects. Mental wellbeing on educational fit had statistical significant
negative effects(β=-.151, t=-2.223, p<.01), but mental wellbeing on
character had statistical significant positive effects(β=.700, t=10.808,
p<.001). On the contrary, mental psychopathology on character(β=-.216,
t=-2.245, p<.05) and mental wellbeing(β=-.541, t=-5.674,p<.001) had
statistical significant negative effects. The sum of indirect effects of
mental wellbeing, perceived gifted phase, character, and educational fit of
relation with mental psychopathology on parental supports had statistical
significant negative effects(β=-.414, t=-5.123, p<.001, 95%CI.[-.598, -
.185]).
Research method
Further investigations need to evaluate of the quality of the relations
more specifically in giftedness by standardized IQ and academic
accomplishments, and educational fit in possible various side in
academic environments. To gain a more complete understanding of the
influence of giftedness on the cognitive developmental processes of
gifted students (Lo et al., 2019), it may be useful to examine a broader
range of academic accomplishments, including field of specific major.
Uncertainty and inability could be perceived in relations between
thoughts and actuality (i.e., boredom, educational fit and academic
accomplishments) as precursor of mental psychopathology (Cross &
Cross, 2015). Non-significant relations between perceived giftedness
phase and educational fit, which is consistent with the negative
relations between educational fit and mental wellbeing did not support
hypothesis by identified in Salimi et al. (2017). Non-significant
relations of educational fit and mental psychopathology also
represented the significant point of creativity in the theory of positive
disintegration of Dabrowski et al. (1970) that difficult educational
situation did not prefer enough in learning level which was not derived
to statistically significant mental psychopathology as risk factors. The
model provides strategies for gifted education applied by character that
could be useful to protect gifted students preventing from risk of
mental psychopathology. To encourage the development of character
for improving individual and social virtue and competence (Hyun et al.,
2014) as increasing self-esteem, self-control, and wisdom of character
to reducing obsession of mental psychopathology (Jung, 2021) could
be applied.
Social influences from parents psychological supports appeared to
improve character and mental wellbeing at indirect protector from
mental health problem related to Chen et al. (2020). Further scrutiny
needed to be expanded by the relevance of parental psychological
environments and educational environments as relations of teacher and
peers, who support the cognitive, emotional, & social developmental
process of gifted students.
Limitation
Limitations in this study required acknowledgment, First, intelligence
and academic accomplishments of all participants recognized that the
sample may not be perfectly consistent with Gagne’s (2005)
definitions. Perceived academic achievement phase for participating
gifted education of mainly mathematics, science and humanity
literature did not be considered as a strict sense in this study. Second,
relations between constructed factors of the model were estimated
rather than relevant causality (Hair et al., 2010) which could not have
been sufficient. Therefore, the results of this study could be specified
to educational part of gifted students.
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Discussion
The analyzed model suggested that character and mental wellbeing
factors appeared to play important roles in determining where gifted
students may become no existed mental psychopathology. Parental
psychological supports increased positively and indirectly functions of
character and mental wellbeing in the cognitive , emotional, & social
processes leading to no exist mental psychopathology among gifted
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Acknowledgements
*Corresponding author, e-mail: sarah@i.ewha.ac.kr
Advised by Professor Cho, SeokHee & Jung, JongWoo.
Pray for the lives of Ukraine! Matthew6:33,KJV.
[Figure1] Relations of mental psychopathology on parental psychological
supports mediated by mental wellbeing, character, perceived giftedness
phase, and educational fit

RESEARCH POSTER PRESENTATION DESIGN © 2019
www.PosterPresentations.com
StudiesInterdisciplinaryPrograminGiftedEducation,CollegeofEducation
EwhaWom ans Unive rsity
Jung,Kwan gSurk
Analysisofmentalwellbeingandmentalpsychopathologyofgiftedstudentsbyemotionalandsocialdevelopmentalprocess
perspectives