In this article, I’m going to present a short summary of my research work conducted during my Master. My research focused on the well-being of gift students in a school context.
Before exposing my research, let’s quickly define the” high intellectual potential”. According to Delaubier (2002), individuals with high intellectual potential have a higher IQ than the average of the general population (an IQ > 130 with the WISC calibration) with particular potential in some areas that derive from a linear advance development. However, these people may develop problems of socialization (Pourtois, Desmet, & Leheut, 2005), school failure due to boredom or lack of investment (Vichot-Chalon, 1996), emotional problems (as hypersensitivity emotional) (Siaud-Facchin, 2014), behavior issues (Renzulli, 2005) etc.
Knowing the difficulties that high potential may face, my aims was to distinguish a possible difference in school welfare between gifted students and the others adolescents. Moreover, I sought to evaluate the contribution of feeling of school integration and academic self-esteem to the school welfare of these populations, to see if differences exist. Given the lack of accurate literature and lack of consensus on these issues, my assumptions are exploratory.
In partnership with the private school Saint Stanislas in Nantes, we met 248 students from classrooms of 6th and 284 students from classroom of 2nd with 46 gifted students in 6th and 27 in 2nd grade. We submitted them three self-administered survey : the life satisfaction survey taken up by Fenouillet Heutte, Martin-Krumm, and Boniwell (2014), the questionnaire on the feeling of integration of Poussin, Latron-Gorsse and Sordes-Ader (2001) and the EMESA of Kindelberger and Picherit (2016). After collecting datas, we carried out the following analysis: student “t”, two Ancova, and multiple linear regression.
Based on our results analysis, it is not possible to distinguish significant differences between our two groups applies for school welfare, the feeling of school integration and academic self-esteem. However, we can confirm the existence of a correlation between the feeling of school integration and school self-esteem on school welfare. Our results are pointing in the same direction of Santilli’s works (2017) who did not distinguish school welfare differences between gifted students and the others adolescents. Also, we can relativized previous works (Bathélémy 2005, Hollingworth & Hollingworth, 2015), who were interested in a sample with identified problems or with a very high intelligence quotient, were short of generalization and leaved glimpse the suffering in the school system among gifted students with difficulties of social integration and lower academic self-esteem .
To verify that there is indeed no difference in school welfare, it would be interesting to compare the results of our sample to another sample (this is called in statistics “a history”). Furthermore, it would be interesting to reiterate this study in order to confirm or refute the absence of difference between these two groups and to assess the average level of each of these factors to have better understanding of teenager’s school experience and to consider solutions to improve their daily life in school.
Keywords
Gifted students (élèves haut potentiel intellectual) ; school welfare (bien-être scolaire) ; feeling of school integration (sentiment d’ingration scolaire) ; academic self-esteem (estime de soi scolaire).
Words I have learned :
- leaved glimpsed : laissé entrevoir
- were short of : manquer de
Tiphaine François M2 PEADID
Bibliography
Delaubier, J.-P. (2002). La scolarisation des élèves “intellectuellement précoces”. Rapport à Monsieur le Ministre de l’Éducation nationale.
Fenouillet, F., Heutte, J., Martin-Krumm, C., & Boniwell, I. (2014). Validation française de l’échelle multidimensionnelle de satisfaction de vie chez l’élève. Canadian Journal of Behavioural Science, 1–29.
Kindelberger, C., & Picherit, S. (2016). La mesure de l’estime de soi à l’adolescence : proposition d’une nouvelle échelle multidimensionnelle (Emesa). Pratiques Psychologiques, 22(1), 49-59. https://doi.org/10.1016/j.prps.2015.10.002
Poussin, M., Latron-Gorsse, A., & Sordes-Ader, f. (2001). Elaboration et validation d’une échelle sur le sentiment d’intégration. Psychologie et psychométrie, 22(3-4), 83-98
Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity. In R. J. Sternberg & J. E. Davidson (Éd.), Conceptions of Giftedness (2e éd., p. 246-279). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.015
Santilli. (2017). Étude intercantonale sur la satisfaction scolaire des élèves à haut potentiel intellectuel. UNIL université de Lausanne. Consulté à l’adresse https://www.researchgate.net/profile/Patrick_Santilli/publication/319450519_Etude_intercantonale_sur_la_satisfaction_scolaire_des_eleves_a_haut_potentiel_intellectuel_HPI/links/59aae7650f7e9bdd114fb9ad/Etude-intercantonale-sur-la-satisfaction-scolaire-des-eleves-a-haut-potentiel-intellectuel-HPI.pdf
Tiphaine François M2 PEADID