Farillon, Aubrey B. and Lopez, Kristelli Mari A. (2007) The self-esteem and life satisfaction of selected mentally gifted students [computer file] / [electronic resource]. Undergraduate thesis, De La Salle University-Dasmarinas.

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Abstract

ABSTRACT Name of Institution: De La Salle University – Dasmariñas Address: Dasmariñas, Cavite Title: “The Self – Esteem and Life Satisfaction of Selected Mentally Gifted Students” Authors: Aubrey B. Farillon Kristelli Mari A. Lopez Funding Source: Parents Cost: 7,000 Date Started: August 2006 Date Finished: March 2007 Objective of the study 1. To determine the selected level of self-esteem of the mentally gifted students in terms of general, personal, and social areas. 2. To determine the life satisfaction profile of the selected mentally gifted students in terms of self, family, friends, school, and living environment domain 3. To determine the significant relationship between self-esteem and life satisfaction Scope and Delimitation The study was designed to know the self-esteem and life satisfaction of the selected mentally gifted students in a public science high school by administering test questionnaires and correlate the relationship between self-esteem and life satisfaction. Only the mentally gifted 4th year high school students, who are 15 to 17 years old, were considered as the respondents of this study. Methodology Research Design This study used a descriptive correlation research method in organizing, summarizing, presenting, measuring, and describing the relationship between the two variables to answer the null hypothesis and the questions in this research. The researchers conducted a thorough observation and research to come up with a deeper understanding about the chosen study. Additionally, two standardized test were used in obtaining the measurement on the respondents’ level of self-esteem and life satisfaction. Research Respondents Mentally gifted students from the public science high school were chosen by the researchers as respondents. They are in 4th year level whose ages range from 15 to 17 years old and are currently enrolled in a public science high school. 40 students, regardless of their gender, were selected through purposive sampling. Gifted children with high aptitude in science and mathematic subjects is the main reason for the existence of this public science high school. Research Instrument Two standardized tests were used in this study: the James Battle’s CultureFree Self-esteem Inventories –2 for adults in measuring the self-esteem level of the respondents and the Huebner’s Multidimensional Student’s Life Satisfaction Scale in measuring the respondents’ life satisfaction. Major Findings 1. The level of self-esteem of the respondents shows that a mean score of 27.68 was obtained. In general area, majority has intermediate level of self-esteem. Likewise, in social and personal area, most of the respondents have high level of self-esteem. 2. The life satisfaction profile of the respondents shows that a mean score of 177.88 was obtained. This suggests that the respondents were classified to have an average satisfaction in life. 3. There was a significant relationship between the self-esteem and the life satisfaction of the respondents, wherein the computed r = .578 is significant at .05 level. Conclusions 1. Generally, their self-esteem was classified in the intermediate level. However, they give more considerations on their social and personal areas in assessing their self-esteem. It is expected that they have high social selfesteem because they are with peers who are gifted like them. 2. The respondents neither have high nor low life satisfaction; they have a balance evaluation about their lives. However, they link their life satisfaction more on the school domain and least likely link their life satisfaction on the living environment. Therefore, the school plays the most significant factor in the life satisfaction of the gifted students. 3. One’s self-esteem affects their satisfaction in life. Factors like social, personal, and general areas of life have indeed a related connection to their life satisfaction since they both have related constructs. Recommendations 1. The researchers recommend that the school should consider the interest of gifted students, whether it is academic or not. In designing a curriculum since these students are more likely satisfied if they meet their interests. 2. The researchers recommend that parents should continue to provide their gifted child with proper care, love, and most especially, understanding. Nothing is wrong with expecting something from them but do not make it to a point that they will be frustrated and stressed out. 3. The researchers recommend that people or peers around the gifted students may be a big help. They should be treated as normal individuals. They should not also be taken for granted or disregarded. They must feel that they belong. 4. The researchers recommend to those who are mentally gifted students that there are many helpful ways and people that can widen the aspects of their lives and make it all worthwhile. They just have to know how to adjust in life’s challenges. 5. The researchers recommend that future researchers to have an extensive study to gifted students in a wider range of respondents, school, and location. There might have stronger generalizations to be drawn.

Item Type:	Thesis (Undergraduate)
Additional Information:	PSY 879 2007
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HS Societies secret benevolent etc H Social Sciences > HT Communities. Classes. Races
Depositing User:	Users 4 not found.
Date Deposited:	27 Jan 2016 08:44
Last Modified:	09 Jun 2021 02:22
URI:	https://thesis.dlsud.edu.ph/id/eprint/1247

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