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

Marcin Gierczyk; Joseph S. Renzulli

doi:10.18778/2450-4491.16.03

Authors

Marcin Gierczyk Uniwersytet Śląski w Katowicach https://orcid.org/0000-0001-6734-2521
Joseph S. Renzulli University of Connecticut, USA https://orcid.org/0000-0002-5370-9633

DOI:

https://doi.org/10.18778/2450-4491.16.03

Keywords:

gift, talent, well-being, systematic review

Abstract

The 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.

Author Biographies

Marcin Gierczyk, Uniwersytet Śląski w Katowicach

Marcin Gierczyk is a professor at the Institute of Pedagogy, University of Silesia in Katowice (Poland). His research is centered on gifted and talented education, social pedagogy and character education, as well as issues related to the functions of degrees from prestigious universities. He has published articles related to G&T Education, research methodology, gender politics and societal issues; these articles often present a comparative perspective on the issues. He gained valuable academic knowledge during his time at the University of Birmingham (England), University of Oxford (England), University of Oslo (Norway) and Complutense University of Madrid (Spain). Since 2017 he is an Honorary Research Fellow at the Jubilee Centre for Character and Virtues, University of Birmingham (England).

Joseph S. Renzulli, University of Connecticut, USA

Joseph S. Renzulli – (Ed. D.) is a Distinguished Professor at the University of Connecticut and an international leader in gifted education and talent development for all students. His Schoolwide Enrichment Model focuses on total school improvement and is widely used throughout the world. He has obtained more than 50 million dollars in research grants and the American Psychological Association named him among the 25 most influential psychologists in the world. He lists Confratute, a summer program that began in 1978 and has served more than 35,000 educators, as his most important practical contribution.

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