9 research outputs found
Exploring the determinants of university studentsâ contribution intention on crowdsourcing platforms: a value maximization perspective
Opportunity Gaps Lead to Achievement Gaps: Encouragement for Talent Development and Schoolwide Enrichment in Urban Schools
Reading Performance and Self-regulated Learning of Hong Kong Students: What We Learnt from PISA 2009
The effectiveness of self-regulated learning instruction on studentsâ classical Chinese reading comprehension and motivation
Depression, suicide, and giftedness: Disentangling risk factors, protective factors, and implications for optimal growth
Although exact incidences of depression and suicide among the gifted remain unknown, they are most likely in line with that of the larger student population. In the present chapter, we invoke two theoretical frameworks-person-environment fit theory and the Differentiated Model of Giftedness and Talent Development-to understand how intrapersonal, interpersonal, environmental, and developmental risk and protective factors manifest uniquely for gifted student populations. To better reflect the current status of gifted student development in the twenty-first century, we place special emphasis on two recent trends: social media use and cyberbullying, in addition to reviewing traditional literature as it relates to risk and protective factors. We place much emphasis on understanding possible unique contributors to the development of depression and suicide ideation among gifted students, but also on providing strategies for helping parents, teachers, and other caregivers. Implications of this chapter are for those who are interested in developing intervention strategies that consider developmental as well as epidemiological factors when exploring depression and suicide among the gifted