Psychological well-being of high -ability adolescents in science high schools in Korea

Suk-Un Jin, Purdue University

Abstract

The purpose of the present study was to investigate the impact of Korean science high schools on psychological well-being and satisfaction with school life. This causal-comparative research compared high-ability students from science high schools and regular high schools in Korea. A total of 299 second-year high school students from a science high school (n = 111) and several general high schools (n = 188) in the same province of Korea, participated in this study. Participants filled out the questionnaires about themselves and their experiences in school. Questionnaires that participants completed included Psychological Well-Being scales, a Satisfaction with School Life scale, and open-ended questionnaires. Data about participants' academic achievement during middle school years were also collected using school records. A two-group MONOVA test was conducted with one independent variable (school type: science high school and general high school) and six dependent variables (six subscales of Psychological Well-Being: personal growth, self-acceptance, purpose-in-life, environmental mastery, positive relationship with others, and autonomy). The two-group MANOVA results indicated that there was no statistically significant difference between high-ability students from the two different schools. On the other hand, the results of an ANOVA test with scores on a Satisfaction with School Life scale as the dependent variable indicated that science high school students were more satisfied with their school life than high-ability students in general high schools. Content analyses of open-ended questionnaires showed that students in science high schools enjoyed the advanced curriculum, competent teachers, and good relationships with peers and teachers.

Degree

Ph.D.

Advisors

Moon, Purdue University.

Subject Area

Educational psychology|Secondary education|Special education

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