Development of an Academic Well-being Model for Gifted Students: A Grounded Theory Study

Authors

    Paria Sarami M.A student in rehabilitation counseling, Department of Counseling, Islamic Azad University, Khomeini Shahr Branch, Khomeini Shahr, Iran
    Sara Nejatifar * Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran [email protected]
    Ali Aghaziarati Department of Psychology and Counseling, KMAN Research Institute, Richmond Hill, Ontario, Canada
https://doi.org/10.61838/

Keywords:

Academic well-being, gifted student, grounded theory

Abstract

Objective: This study aimed to identify the factors influencing the academic well-being of gifted students to develop a model.

Methods and Materials: The research method used in this study was qualitative, utilizing a grounded theory approach. Data were collected through semi-structured interviews. The data were examined and analyzed based on Strauss and Corbin's (1998) grounded theory methodology. The study population consisted of all male and female gifted sixth-grade students in the city of Isfahan in 2022. The research sample was selected through purposive sampling, and after conducting interviews with 23 students, the factors influencing academic well-being were identified. It should be noted that data analysis was conducted using three stages of open, axial, and selective coding.

Findings: Based on the results of the study, open codes were organized around 57 concepts, axial codes included 8 concepts, and selective codes were identified and extracted into 4 concepts under the titles of school context, family context, social context, and individual resources.

Conclusion: The findings of the research suggest that by recognizing and understanding the factors influencing academic well-being, it is possible to create conditions that enhance the academic well-being of gifted students.

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Published

2024-10-10

Submitted

2024-05-04

Revised

2024-08-25

Accepted

2024-09-11

How to Cite

Sarami, P., Nejatifar, S., & Aghaziarati, A. (2024). Development of an Academic Well-being Model for Gifted Students: A Grounded Theory Study. Journal of Adolescent and Youth Psychological Studies (JAYPS), 5(10), 17-25. https://doi.org/10.61838/