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Industry: Email Alert RSS FeedFeelings and attitudes of gifted students
Adolescence, Summer, 1998 by Tiffany Field, Jeff Harding, Regina Yando, Ketty Gonzalez, David Lasko, Debra Bendell, Carol Marks
Intimacy. The Intimacy Scales (Blyth, Hill, & Thiel, 1982) assess degree of intimacy with mother, father, and best friend. The 24 items are answered on a 5-point Likert-type scale (responses range from not at all to very much). Higher scores signify greater intimacy.
Social support. The Social Support Scale (Field & Yando, 1991) was formed from background questions on parent relationships, closeness to siblings and other relatives, number of close friends, and steady girlfriend/boyfriend (Cronbach's alpha = .82). Higher scores signify greater social support.
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Family responsibility taking. The 10-item Family Responsibility Taking Scale (Field & Yando, 1991) was developed to tap students' feelings of responsibility within the family (Cronbach's alpha = .65). Questions include feelings about doing housework, perceived ability to make mother or father feel better when she or he is "down," and having more family responsibilities than do peers. Responses are made on a 4-point Likert-type scale (ranging from rarely to very often).
Self-Esteem. The Self-Esteem Scale (Field & Yando, 1991) asks students to compare themselves with their peers on 20 descriptors: confident, anxious, happy, fearful, competitive, ambitious, hard-working, good-looking, good in sports, creative, independent, angry, honest, generous, caring, expressive, outgoing, sentimental, good at schoolwork, and moody (Cronbach's alpha = .66). Less, same, and more are the possible responses.
Happiness. Several items from the Background Information Questionnaire were used to assess happiness with friends, family, and self (Cronbach's alpha = .61).
Depression. The 20-item Center for Epidemiological Studies Depression Scale (CES-D; Radloff, 1977) includes the primary symptoms of depression. Subjects are asked to report on their feelings during the preceding week. Responses are made on a 4-point Likert-type scale (ranging from rarely or none of the time to most or all of the time). Higher scores signify greater depression. The scale has been standardized for high school populations (Radloff, 1991) and has adequate test-retest reliability, internal consistency, and concurrent validity (Schoenbach, Kaplan, Wagner, Grimson, & Miller, 1983; Wells, Klerman, & Deykin, 1987).
Risk-Taking. The Risk-Taking Scale (Field & Yando, 1991) was designed to tap sports-related and danger-related risks (Cronbach's alpha = .69). The sports subscale asks students about their participation in the following activities: rock climbing, water skiing, mountain climbing, scuba diving, sky diving, downhill skiing, wind surfing, horseback jumping, white-water rafting, flying an airplane, parasailing, surf boarding, and long-distance sailing (would never try, would like to try, have tried, sometimes do, or often do). The danger subscale asks students if they would ride a roller coaster, try marijuana, drive over the speed limit, try crack or cocaine, drink alcohol, ride a motorcycle, and hitchhike across the country (alone, only with friends, or never). In addition, students are asked if they would bet a dollar on a 50/50 chance of getting two dollars and whether they would buy a book of lottery tickets.