Analysis of the Student-life Stress Inventory, SSI-R, with 601 students showed that the inventory was a reliable and valid instrument for measuring students' stressors and reactions to stressors. The SSI-R has 53 items grouped under nine categories and two sections (Stressors and Reactions to Stressors). The internal consistency for the total SSI-R was .93 and test-retest reliability coefficients ranged from .46 to .76. Significant differences were found among the three stress level groups on all categories and total stress score. Confirmatory factor analysis showed that variables contributed to their respective latent variables. Scores on the SSI-R categories correlated positively with scores on the Test Anxiety, State-Trait Anxiety, and Beck Depression Inventory scores, respectively. Other studies should be conducted to determine if there are differences between participants who score mild versus severe stress on various activities and learning processes. ********** At one time or another, everyone experiences some stress. Stress may be a different kind of and/or at different levels. Selye (1974) defined stress as the non-specific response of the body to demands made on it. He described stress as distress and eustress. The distress has negative effects but eustress has positive effects on humans. Some researchers refer to stressors as hassles (Lazarus & Folkman, (1984) or mild and severe (Gadzella, 1991). The mild stress would be equivalent to Selye's eustress and the severe stress to his distress. The study of stress, its effects, and how to cope with it, is of concern to psychologists, counselors, educators, students, and common people in general. To combat stress, it is important to first recognize and admit that one is experiencing it, to understand what effects it has, and know how to cope and/or reduce the stressful experiences. Theorists point out that the effects of stress are not entirely negative. Seligman and Csikszentmihalyi (2000), stated that researchers had devoted too much time to the weaknesses and harmful effects of stress and had neglected to explore the effects of stress which can make life worth living. Folkman and Mosknvitz (2000) also drew attention to the favorable outcomes of stressful experiences. Other researchers (e.g., Tedescki, Park, & Calhoun, 1998) felt that stress may promote personal growth, assist people in developing new skills, reevaluate priorities, and acquire new strengths. Sutherland (2000) summed it up indicating that most people would prefer some stimulation (caused by stress) rather than live a boring stress-free existence. Stated differently, stressful situations may lead to personal changes which might be beneficial to individuals. That is, it can improve one's coping skills and enable one to learn from one's mistakes (Calhoun & Tedescki, 2001). This type of stress may be referred to as mild or eustress as described by Selye (1974). Over the years, researchers (Holmes & Rahe, 1967; Scheier & Carver, 1985) developed questionnaires to assist people in understanding their stressful experiences. Other researchers such as (Sarason, Johnson and Siegel (1978) studied stress and its relationships with various experiences. One inventory, Student-life Stress Inventory, SSI (Gadzella, 1991; Gadzella & Baloglu, 2001) assesses students' stress levels and assists students in understanding the different kind of stressors and reactions to stressors they might experience. Numerous studies have been conducted with the SSI (e.g., Gadzella, 1994; Gadzella & Baloglu, 2001; Gadzella & Guthrie, 1993; Gadzella & Fullwood, 1992; Gadzella, Ginther, & Fullwood, 1993; Misra & Castillo, 2004; Misra, MeKan, Russo, & West, 2000; Marzeth & Farileh, 2004) showing significant differences among students with different overall stress levels and their responses to the SSI. Other studies (e.g., Ming-Hui, 2005; Gadzella & Stephen, 2007; Gadzella & Marrs, 2007; Gadzella, Zascavage, Masten, Young, Stephens, & Pierce, 2007) showed differences among student stress level groups and academic performance. …
This study investigated the effects of repeated presentation of sound stimuli on verbal originality. 104 gifted adolescents were administered Thinking Creatively with Sounds and Words. Analysis indicated significant increases in originality for presentations, sounds, words, and their interactions. Results suggest even those who are high in verbal originality can profit from a warm-up experience and that study of interactions of stimulus by presentation may be valuable.
This study assessed the factor structure of the WISC‐R with Mexican‐American students referred for intellectually gifted assessment. The students included 68 Mexican‐American students who were referred for evaluation for an intellectually gifted program. The 12 WISC‐R subtest scaled scores were used as the variables to be factored. The method of factor extraction used was the maximum likelihood analysis followed by a varimax rotation. On each of the previously‐identified three factors, differences were observed.
The purpose of this paper is to summarize the literature on the assessment of gifted minority students. Concern for the assessment of these students has come about because traditional assessment methods are inadequate, and disproportionately low numbers of minority children are in gifted programs. Measurement issues are outlined, published reports of research designed to identify gifted minority students are reviewed, and various aspects of assessment of gifted minority pupils are discussed. Recommendations include being aware of cultural diversity, using measurement techniques that do not penalize minority students, expanding our concept of giftedness, and studying the lives of gifted minorities. Appreciation is expressed to Jan Ruthven and Laurel Truan for their assistance in the preparation of this paper.
Examined are classroom teachers' perceptions and use of instructional adaptations in general education classes. General educators were found to be positive about the desirability/effectiveness and reasonability/feasibility of making instructional adaptations for students with disabilities. However, research also revealed that when these students are included in general education classrooms, their teachers are unlikely to alter their traditional whole-group instructional strategies in favor of specific individualized adaptations. In interpreting this inconsistency, we found that the literature identified lack of teacher training and limited school support as barriers to classroom teachers' being able to accommodate the individual needs of students in inclusive settings. Implications for practice and for future research are discussed.
The objective of this paper was to determine the relationship between depression and acculturation among Mexican American and European American women. The participants included 76 Mexican American and European American women from Kansas City. Depression was measured by the Center of Epidemiological Studies De- pression Scale and acculturation was determined by the Olmedo Acculturation Inventory. The results support ex- isting research that indicates scores on acculturation for European Americans were significantly higher than scores for Mexican Americans, and that there were significantly higher acculturation scores for Mexican Americans from first to third generation. This study further supports past findings that indicate scores on depression for Mexican American women were higher than those for European American women. Depression scores were not influenced by demographic differences, but acculturation scores were. In addition, there was no significant relationship between acculturation and depression.
