Frequency of Flourishing in Gifted Students Based on Different Wellbeing Models: Is There a Difference Based on Gender?

Abstract

The present study has investigated the frequency of flourishing in gifted students based on four flourishing models. It was a descriptive-comparative study. The sample consisted of 592 male (226) and female (366) high school students (age group 13-15 years) of Tabriz in the academic year of 2018-2019. Participants were selected by cluster sampling method and completed four different flourishing scales. Data were analyzed through cross-tabulation analysis, McNemar test, Cochran's Q test, and Chi-square test. The Results showed significant differences in the flourishing rate based on the flourishing models: 53.3% (based on the Huppert and So model), 63.1% (based on the Diner et al. model), 68.4% (based on the Keys model), and 72/5% (based on the Seligman model). Moreover, the results showed a difference in the prevalence rate of flourishing among male and female students, which favored male students. Results of the cross-tabulation analysis indicated strong agreement between Butler and Kern Scales and Keys (91.6%), Diner et al. and Huppert and So (86%), Butler and Kern and Huppert and So (80/2%), Huppert and So and Diner et al. (80%) and Huppert and So and Keys (79%). On the other hand, the agreement between the Diner et al. scale and Keys (70%) and Diner et al. and Butler and Kern (72%) was moderate. Results indicated that the diagnosis of flourishing depends greatly on the scale used and the combination of different components.

Keywords

• flourishing
• frequency of flourishing
• gifted students
• gender
• wellbeing models