Annotated Bibliography
Annotated Bibliography Regarding
Social-Emotional Learning and Academic Stress
Prepared by
Prof. Michele Dauber, Stanford University and We Can Do Better Palo Alto in collaboration with
Challenge Success
October 2011
How to Use this Bibliography
This annotated bibliography was prepared at Stanford University under the supervision of faculty from the Law School and the School of Education working in collaboration with Challenge
Success. It is not intended to be all-inclusive. If you are aware of articles, books, or other materials that should be included, please send an email to Professor Michele Dauber at mldauber@gmail.com. Please feel free use this bibliography and cite it or the materials in it.
You can use it several ways. …show more content…
The current study considers responses to surveys of stress and coping as well as focus group interviews of gifted and high-achieving students enrolled in an academically intense curriculum, the International Baccalaureate (IB) Diploma
Program. Findings of this secondary analysis of archival data sets indicate gifted students experience levels of stress similar to their IB classmates not identified as gifted. Additionally, gifted students were similar to IB peers not identified as gifted with respect to how they cope with school; likenesses included positive reframing, time and task management, avoiding tasks, and seeking social support. However, gifted IB students differed from IB classmates with respect to anger coping, humor, and problem-solving approaches. Putting the research to use with the growing interest of International Baccalaureate Programs throughout the United States, educational personnel, researchers, and administrators are considering the social-emotional needs of gifted and high-ability students served in these challenging academic programs.
Understanding the needs of this unique population of students is critical to supporting …show more content…
Additionally, results from the t-tests indicate a larger crosscultural effect was associated with academic stress arising from other expectations compared with academic stress arising from self-expectations. This study is useful in terms of testing the validity of the AESI measure. Additionally, there are interesting implications regarding the relationship between other expectations and academic stress for adolescents.
Knopf, D., Park, M. J., & Paul Mulye, T. (2009). The mental health of adolescents: A national profile, 2008. San Francisco, CA: National Adolescent Health Information Center,
University of California, San Francisco.
Keywords: adolescent mental health, United States
This report is a compilation of findings from various studies in the United States regarding the mental health of adolescents. Though there are some limitations to individual studies that
Social-Emotional Learning and Academic Stress
Prepared by
Prof. Michele Dauber, Stanford University and We Can Do Better Palo Alto in collaboration with
Challenge Success
October 2011
How to Use this Bibliography
This annotated bibliography was prepared at Stanford University under the supervision of faculty from the Law School and the School of Education working in collaboration with Challenge
Success. It is not intended to be all-inclusive. If you are aware of articles, books, or other materials that should be included, please send an email to Professor Michele Dauber at mldauber@gmail.com. Please feel free use this bibliography and cite it or the materials in it.
You can use it several ways. …show more content…
The current study considers responses to surveys of stress and coping as well as focus group interviews of gifted and high-achieving students enrolled in an academically intense curriculum, the International Baccalaureate (IB) Diploma
Program. Findings of this secondary analysis of archival data sets indicate gifted students experience levels of stress similar to their IB classmates not identified as gifted. Additionally, gifted students were similar to IB peers not identified as gifted with respect to how they cope with school; likenesses included positive reframing, time and task management, avoiding tasks, and seeking social support. However, gifted IB students differed from IB classmates with respect to anger coping, humor, and problem-solving approaches. Putting the research to use with the growing interest of International Baccalaureate Programs throughout the United States, educational personnel, researchers, and administrators are considering the social-emotional needs of gifted and high-ability students served in these challenging academic programs.
Understanding the needs of this unique population of students is critical to supporting …show more content…
Additionally, results from the t-tests indicate a larger crosscultural effect was associated with academic stress arising from other expectations compared with academic stress arising from self-expectations. This study is useful in terms of testing the validity of the AESI measure. Additionally, there are interesting implications regarding the relationship between other expectations and academic stress for adolescents.
Knopf, D., Park, M. J., & Paul Mulye, T. (2009). The mental health of adolescents: A national profile, 2008. San Francisco, CA: National Adolescent Health Information Center,
University of California, San Francisco.
Keywords: adolescent mental health, United States
This report is a compilation of findings from various studies in the United States regarding the mental health of adolescents. Though there are some limitations to individual studies that