College students with high abilities in liberal arts disciplines: Examining the effect of spirituality in bolstering self-regulated learning, affect balance, peer relationships, and well-being

References

• Abdulla Alabbasi, A., Ayoub, A., & Ziegler, A. (2021). Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis. High Ability Studies, 32(2), 189–217. https://doi.org/10.1080/13598139.2020.1770704
   Web of Science ®Google Scholar
• Alomari, H. (2023). Mindfulness and its relationship to academic achievement among university students. Frontiers in Education, 8, 1179584. https://doi.org/10.3389/feduc.2023.1179584
   Google Scholar
• An, J., & Cooney, T. (2006). Psychological well-being in mid- to late-life: The role of generativity development and parent-child relationships across the lifespan. International Journal of Behavioural Development, 30(5), 410 421. https://doi.org/10.1177/0165025406071489
   Web of Science ®Google Scholar
• Anderson-Butcher, D., Amorose, A. J., Iachini, A., & Ball, A. (2013). Community and Youth Collaborative Institute school experience surveys: Peer relationship Scale in middle & high school. The Ohio State University.
   Google Scholar
• Bamber, M., & Schneider, J. (2022). College students’ perceptions of mindfulness-based interventions: A narrative review of the qualitative research. Current Psychology, 41(2), 667–680. https://doi.org/10.1007/s12144-019-00592-4
   Web of Science ®Google Scholar
• Barceló-Soler, A., Morillo-Sarto, H., Fernández-Martínez, S., Monreal-Bartolomé, A., Chambel, M. J., Gardiner, P., López-Del-Hoyo, Y., García-Campayo, J., & Pérez-Aranda, A. (2023). A systematic review of the adherence to home-practice meditation exercises in patients with chronic pain. International Journal of Environmental Research and Public Health, 20(5), 4438. https://doi.org/10.3390/ijerph20054438
   PubMedGoogle Scholar
• Bergold, S., Hastall, M. R., & Steinmayr, R. (2021). Do mass media shape stereotypes about intellectually gifted individuals? Two experiments on stigmatization effects from biased newspaper reports. Gifted Child Quarterly, 65(1), 75–94. https://doi.org/10.1177/0016986220969393
   Web of Science ®Google Scholar
• Bergold, S., Wirthwien, L., Rost, D. H., & Steinmayr, R. (2015). Are gifted adolescents more satisfied with their lives than their non-gifted peers? Frontiers in Psychology, 6, 1623. https://doi.org/10.3389/fpsyg.2015.01623
   PubMed Web of Science ®Google Scholar
• Cadenas, M., & Borges, A. (2017). The assessment of change in social interaction through observation. Acción Psicologia, 14(1), 121–136. https://doi.org/10.5944/ap.14.1.16224
   Google Scholar
• Carey, K., Neal, D., & Collins, S. (2004). A psychometric analysis of the self-regulation questionnaire. Addictive Behaviours, 29(2), 253–260. https://doi.org/10.1016/j.addbeh.2003.08.001
   PubMed Web of Science ®Google Scholar
• Carmody, J., & Baer, R. (2009). How long does a mindfulness-based stress reduction program need to be? A review of class contact hours and effect sizes for psychological distress. Journal of Clinical Psychology, 65(6), 627–638. https://doi.org/10.1002/jclp.20555
   PubMed Web of Science ®Google Scholar
• Castellanos, D., Bazán, A., Ferrari, A. M., & Hernández Rodríguez, C. A. (2015). Family support in high-ability students from different socio-educational contexts. Revista de Psicologia, 33(2), 299–332. https://doi.org/10.18800/psico.201502.003
   Google Scholar
• Cornish, M. A., & Wade, N. G. (2010). Spirituality and religion in group counseling: A literature review with practice guidelines. Professional Psychology: Research and Practice, 41(5), 398–404. https://doi.org/10.1037/a0020179
   Web of Science ®Google Scholar
• Cross, T. L., & Cross, J. R. (2017a). Maximizing potential: A school-based conception of psychosocial development. High Ability Studies, 28(1), 43–58. https://doi.org/10.1080/13598139.2017.1292896
   Web of Science ®Google Scholar
• Cross, T. L., & Cross, J. R. (2017b). Social and emotional development of gifted students: Introducing the school-based psychosocial curriculum model. Gifted Child Today, 40(3), 178–182. https://doi.org/10.1177/1076217517713784
   Google Scholar
• Cross, T. L., Cross, J. R., & Andersen, L. (2017). The school-based psychosocial curriculum model. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for high-ability learners (3rd ed., pp. 383–407). Prufrock Press.
   Google Scholar
• Cross, J., & Dockery, D. (2014). Developing talent among low-income gifted learners: A review of recent research. Jack Kent Cooke Foundation. https://scholarworks.wm.edu/aspubs/608
   Google Scholar
• Cross, J., Frazier, A., Kim, M., & Cross, T. (2018). A comparison of perceptions of barriers to academic success among high-ability students from high- and low-income groups: Exposing poverty of a different kind. Gifted Child Quarterly, 62(1), 111–129. https://doi.org/10.1177/0016986217738050
   Web of Science ®Google Scholar
• Cross, J., Vaughn, C., Mammadov, S., Cross, T., Kim, M., O’Reilly, C., Spielhagen, F., Da Costa, M., & Hymer, B. (2019). A cross-cultural study of the social experience of giftedness. Roeper Review, 41(4), 224–242. https://doi.org/10.1080/02783193.2019.1661052
   Google Scholar
• da Silva, C. C. G., Bolognani, C. V., Amorim, F. F., & Imoto, A. M. (2023). Effectiveness of training programs based on mindfulness in reducing psychological distress and promoting well-being in medical students: A systematic review and meta-analysis. Systematic Reviews, 12(1), 79. https://doi.org/10.1186/s13643-023-02244-y
   PubMed Web of Science ®Google Scholar
• De Gucht, V., Woestenburg, D. H. A., & Backbier, E. (2023). Do gifted individuals exhibit higher levels of sensory processing sensitivity and what role do openness and neuroticism play in this regard? Journal of Research in Personality, 104, 104376. https://doi.org/10.1016/j.jrp.2023.104376
   Web of Science ®Google Scholar
• Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2009). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247–266. https://doi.org/10.1037/t03125-000
   Google Scholar
• Dixson, D. D., Jansen, L., Gentzis, E.-A., & Worrell, F. C. (2023). Gifted profiles of hope: Being hopeful is associated with a talent development psychosocial profile in gifted students. High Ability Studies, Advance online publication, 1–23. https://doi.org/10.1080/13598139.2023.2206114
   Web of Science ®Google Scholar
• Dunne, J., Chih, H. J., Begley, A., Daly, A., Gerlach, R., Schütze, R., Castell, E., Bryne, J., & Black, L. J. (2021). A randomised controlled trial to test the feasibility of online mindfulness programs for people with multiple sclerosis. Multiple Sclerosis and Related Disorders, 48, 102728. https://doi.org/10.1016/j.msard.2020.102728
   PubMed Web of Science ®Google Scholar
• Efklides, A. (2019). Gifted students and self-regulated learning: The MASRL model and its implications for SRL. High Ability Studies, 30(1–2), 79–102. https://doi.org/10.1080/13598139.2018.1556069
   Google Scholar
• Eva, A., & Thayer, M. (2017). Learning to BREATHE: A pilot study of a mindfulness-based intervention to support marginalized youth. Journal of Evidence-Based Complementary & Alternative Medicine, 22(4), 580–591. https://doi.org/10.1177/2156587217696928
   PubMedGoogle Scholar
• Frumau van Pinxten, W. L., Derksen, J. J. L., & Peters, W. A. M. (2023). The psychological world of highly gifted young adults: A follow-up study. Trends in Psychology. Advance online publication. https://doi.org/10.1007/s43076-023-00313-8
   Google Scholar
• Gagné, F. (2015). Academic talent development programs: a best practices model. Asia Pacific Education Review, 16(2), 281–295. https://doi.org/10.1007/s12564-015-9366-9
   Web of Science ®Google Scholar
• Garzón, A., de la Fuente Arias, J., Martínez-Vicente, J., Zapata Sevillano, L., Pichardo, M., & García-Berbén, A. (2017). Validation of the Spanish Short self-regulation Questionnaire (SSSRQ) through Rasch Analysis. Frontiers in Psychology, 8, 276. https://doi.org/10.3389/fpsyg.2017.00276
   PubMed Web of Science ®Google Scholar
• Gonida, E. N., Karabenick, S. A., & Stamovlasis, D. M, and The CTY Greece, et al (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1–2), 147–166. https://doi.org/10.1080/13598139.2018.1535244
   Web of Science ®Google Scholar
• Gouveia, V., de Moura, H., de Oliveira, I., Ribeiro, M., Rezende, A., & de Sampaio Brito, T. (2018). Emotional regulation Questionnaire (ERQ): Evidence of construct validity and internal consistency. Psico-USF, Bragança Paulista, 23(3), 461–471. https://doi.org/10.1590/1413-82712018230306
   Google Scholar
• Gross, J., & John, O. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
   PubMed Web of Science ®Google Scholar
• Hayes, S. C., & Hofman, S. G. (2023). A biphasic relational approach to the evolution of human consciousness. International Journal of Clinical and Health Psychology, 23(2), 100380. https://doi.org/10.1016/j.ijchp.2023.100380
   PubMedGoogle Scholar
• Helsinki, Declaration of Helsinki. (1975). WMA Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Subjects. 29th WMA General Assembly.
   Google Scholar
• Hodge, D., & Reynolds, C. (2019). Spirituality among people with disabilities: A nationally representative study of spiritual and religious profiles. Health & Social Work, 44(2), 75–85. https://doi.org/10.1093/hsw/hly035
   PubMed Web of Science ®Google Scholar
• Huberty, J., Green, J., Glissmann, C., Larkey, L., Puzia, M., & Lee, C. (2019). Efficacy of the mindfulness meditation mobile app “calm” to reduce stress among college students: Randomized controlled trial. JMIR Mhealth Uhealth, 7(6), e14273. https://doi.org/10.2196/14273
   PubMed Web of Science ®Google Scholar
• Jeserich, F., Klein, C., Brinkhaus, B., Teut, M., & Moreira, P. (2023). Sense of coherence and religion/spirituality: A systematic review and meta-analysis based on a methodical classification of instruments measuring religion/spirituality. PloS One, 18(8), e0289203. https://doi.org/10.1371/journal.pone.0289203
   PubMed Web of Science ®Google Scholar
• Kaplan, A., Neuber, A., & Garner, J. (2019). An identity systems perspective on high ability in self-regulated learning. High Ability Studies, 30(1–2), 53–78. https://doi.org/10.1080/13598139.2019.1568830
   Web of Science ®Google Scholar
• Karpinski, R. I., Kolb, A. M. K., Tetreault, N. A., & Borowski, T. B. (2018). High intelligence: A risk factor for psychological and physiological overexcitabilities. Intelligence, 66, 8–23. https://doi.org/10.1016/j.intell.2017.09.001
   Web of Science ®Google Scholar
• Koburtay, T., Jamali, D., & Aljafari, A. (2023). Religion, spirituality, and well-being: A systematic literature review and futuristic agenda. Business Ethics, the Environment & Responsibility, 32(1), 341–357. https://doi.org/10.1111/beer.12478
   Google Scholar
• Košir, K., Horvat, M., Aram, U., & Jurinec, N. (2016). Is being gifted always an advantage? Peer relations and self-concept of gifted students. High Ability Studies, 27(2), 129–148. https://doi.org/10.1080/13598139.2015.1108186
   Web of Science ®Google Scholar
• Lenvik, A., Hesjedal, E., & Jones, L. Ø. (2021). “We want to be educated!” a thematic analysis of gifted students’ views on education in Norway. Nordic Studies in Education, 41(3), 219–238. https://doi.org/10.23865/nse.v41.262
   Google Scholar
• Lloyd, A., White, R., Eames, C., & Crane, R. (2018). The utility of home-practice in mindfulness-based group interventions: A systematic review. Mindfulness, 9(3), 673–692. https://doi.org/10.1007/s12671-017-0813-z
   PubMed Web of Science ®Google Scholar
• Mahoney, A., & Boyatzis, C. J. (2019). Parenting, religion, and spirituality. In M. H. Bornstein (Ed.), Handbook of parenting: The practice of parenting (pp. 515–552). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780429401695-18
   Google Scholar
• Makel, M. C., Kell, H. J., Lubinski, D., Putallaz, M., & Benbow, C. P. (2016). When lightning strikes twice: Profoundly gifted, profoundly accomplished. Psychological Science, 27(7), 1004–1018. https://doi.org/10.1177/0956797616644735
   PubMed Web of Science ®Google Scholar
• Mambetalina, A., Nurkeshov, T., Satanov, A., Karkulova, A., & Nurtazanov, E. (2023). Designing a methodological system for the development and support of gifted and motivated students. Frontiers in Psychology, 14, 1098989. https://doi.org/10.3389/fpsyg.2023.1098989
   PubMed Web of Science ®Google Scholar
• Mammadov, S. (2023). Personality profiles of gifted adolescents and relations with life satisfaction, perceived social support, and academic achievement. High Ability Studies, 34(1), 87–108. https://doi.org/10.1080/13598139.2022.2068509
   Web of Science ®Google Scholar
• Miller, C. J., & Bernacki, M. L. (2019). Training preparatory mathematics students to be high ability self-regulators: Comparative and case-study analyses of impact on learning behavior and achievement. High Ability Studies, 30(1–2), 167–197. https://doi.org/10.1080/13598139.2019.1568829
   Web of Science ®Google Scholar
• Ogurlu, U., & Özbey, A. (2022). Personality differences in gifted versus non-gifted individuals: A three-level meta-analysis. High Ability Studies, 33(2), 227–251. https://doi.org/10.1080/13598139.2021.1985438
   Web of Science ®Google Scholar
• Papadopoulos, D. (2020). Psychological framework for gifted children’s cognitive and socio-emotional development: A review of the research literature and implications. Journal for the Education of Gifted Young Scientists, 8(1), 305–323. https://doi.org/10.17478/jegys.666308
   Google Scholar
• Pargament, K. I., Koenig, H. G., Rameshwar, N., & Hahn, J. (2004). Religious coping methods as predictors of psychological, physical and spiritual outcomes among medically ill elderly patients: A two-year longitudinal study. Journal of Health Psychology, 9(6), 713–730. https://doi.org/10.1177/1359105304045366
   PubMed Web of Science ®Google Scholar
• Pargament, K. I., & Saunders, S. M. (2007). Introduction to the special issue on spirituality and psychotherapy. Journal of Clinical Psychology, 63(10), 903–907. https://doi.org/10.1002/jclp.20405
   PubMed Web of Science ®Google Scholar
• Parsons, C., Crane, C., Parsons, L., Fjorback, L., & Kuyken, W. (2017). Home practice in mindfulness-based cognitive Therapy and mindfulness-based stress reduction: A systematic review and meta-analysis of participants’ mindfulness practice and its association with outcomes. Behaviour Research and Therapy, 95(1), 29–41. https://doi.org/10.1016/j.brat.2017.05.004
   PubMed Web of Science ®Google Scholar
• Polizzi, C. P., & Lynn, S. J. (2021). Regulating emotionality to manage adversity: A systematic review of the relation between emotion regulation and psychological resilience. Cognitive Therapy and Research, 45(4), 577–597. https://doi.org/10.1007/s10608-020-10186-1
   Web of Science ®Google Scholar
• Pollet, E., & Schnell, T. (2017). Brilliant: But what for? Meaning and subjective well-being in the lives of intellectually gifted and academically high-achieving adults. Journal of Happiness Studies, 18(5), 1459–1484. https://doi.org/10.1007/s10902-016-9783-4
   Web of Science ®Google Scholar
• Rahm, T., Heise, E., & Schuldt, M. (2017). Measuring the frequency of emotions‹validation of the Scale of positive and negative experience (SPANE) in Germany. PLoS ONE, 12, e0171288. https://doi.org/10.1371/journal.pone.0171288
   PubMed Web of Science ®Google Scholar
• Rimm, S. B., Rimm-Kaufman, S., & Rimm, I. (1999). See Jane win: The Rimm report on how 1000 girls became successful women. Crown Publishers.
   Google Scholar
• Rodríguez-Naveiras, E., Cadenas, M., Borges, Á., & Valadez, D. (2019). Educational responses to students with high abilities from the parental perspective. Frontiers in Psychology, 10, 1187. https://doi.org/10.3389/fpsyg.2019.01187
   PubMed Web of Science ®Google Scholar
• Rojiani, R., Santoyo, J., Rahrig, H., Roth, H., & Britton, W. (2017). Women benefit more than men in response to college-based meditation training. Frontiers in Psychology, 8, 1–11. https://doi.org/10.3389/fpsyg.2017.00551
   PubMed Web of Science ®Google Scholar
• Ryff, C. (2013). Eudaimonic well-being and health: Mapping consequences of self-realization. In A. S. Waterman (Ed.), The best within us: Positive psychology perspectives on eudaimonia (pp. 77–98). American Psychological Association. https://doi.org/10.1037/14092-005
   Google Scholar
• Ryff, C., & Keyes, C. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037/0022-3514.69.4.719
   PubMed Web of Science ®Google Scholar
• Sandage, S. J., & Stavros, G. S. (2023). Relational spirituality model in psychotherapy: Overview and case application. In P. S. Richards, G. E. K. Allen, & D. K. Judd (Eds.), Handbook of spiritually integrated psychotherapies (pp. 77–97). American Psychological Association. https://doi.org/10.1037/0000338-004
   Google Scholar
• Sargeant, S., & Yoxall, J. (2023). Psychology and spirituality: Reviewing developments in history, method and practice. Journal of Religion and Health, 62(2), 1159–1174. https://doi.org/10.1007/s10943-022-01731-1
   PubMed Web of Science ®Google Scholar
• Sauer, S., Walach, H., Schmidt, S., Hinterberger, T., Lynch, S., Büssing, A., & Kohls, N. (2013). Assessment of mindfulness: Review on state of the art. Mindfulness, 4(1), 3–17. https://doi.org/10.1007/s12671-012-0122-5
   Web of Science ®Google Scholar
• Sesel, A.-L., Sharpe, L., Beadnall, H. N., Barnett, M. H., Szabo, M., & Naismith, S. L. (2022). A randomized controlled trial of a web-based mindfulness programme for people with MS with and without a history of recurrent depression. Multiple Sclerosis Journal, 28(9), 1392–1401. https://doi.org/10.1177/13524585211068002
   PubMed Web of Science ®Google Scholar
• Sisk, D. (2008). Engaging the spiritual intelligence of gifted students to build global awareness in the classroom. Roeper Review, 30(1), 24–30. https://doi.org/10.1080/02783190701836296
   Google Scholar
• Sisk, D. A. (2019). Spiritual intelligence. Developing higher consciousness. In B. Wallace, D. A. Sisk, & J. Senior (Eds.), The sage handbook of gifted and talented education (pp. 76–94). SAGE.
   Google Scholar
• Steenberghs, N., Lavrijsen, J., & Verschueren, K. (2023). Teacher-student relationships and engagement of high-ability students: An exploration from the perspective of the academic risk hypothesis. High Ability Studies, Advanced online publication, 1–25. https://doi.org/10.1080/13598139.2023.2189573
   Web of Science ®Google Scholar
• Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). Talent development as the most promising focus of giftedness and gifted education. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 231–245). American Psychological Association. https://doi.org/10.1037/0000038-015
   Google Scholar
• Tirri, K. (2023). Spirituality and giftedness. Gifted Education International, 39(1), 73–79. https://doi.org/10.1177/02614294221129394
   Google Scholar
• Tirri, K., Nokelainen, P., & Ubani, M. (2007). Do gifted students have spiritual intelligence?. In K. Tirri(Ed.), Values and foundations in gifted education (pp. 187–202). Peter Lang.
   Google Scholar
• Turner, L. (2018). Examining social emotional learning for gifted students. Teaching and Learning Sciences: Doctoral Research Projects, 14. ht tps://d o i.org/digitalcommons.du.edu/tls_doctoral/14
   Google Scholar
• Ubani, M. (2007). Young, gifted and spiritual -The case of Finnish sixth-grade pupils. Department of Applied Sciences of Education. University of Helsinki. Diss. Research report 278.
   Google Scholar
• Ubani, M. (2010). Malehood, giftedness and spirituality: An empirical study of Finnish gifted boys. Religious Education Journal of Australia, 25(1), 7–13.
   Google Scholar
• Village, A., & Francis, L. J. (2021). Exploring affect balance: Psychological well-being of Church of England clergy and laity during the Covid-19 pandemic. Journal of Religion and Health, 60(3), 1556–1575. https://doi.org/10.1007/s10943-021-01225-6
   PubMed Web of Science ®Google Scholar
• Village, A., & Francis, L. J. (2023). The effects of spiritual wellbeing on self-perceived health changes among members of the church of England during the COVID-19 pandemic in England. Journal of Religion and Health, 62(4), 2899–2915. https://doi.org/10.1007/s10943-023-01790-y
   PubMed Web of Science ®Google Scholar
• Vötter, B., & Schnell, T. (2019a). Bringing giftedness to bear: Generativity, meaningfulness, and self-control as resources for a happy life among gifted adults. Frontiers in Psychology, 10, 1972. https://doi.org/10.3389/fpsyg.2019.01972
   PubMed Web of Science ®Google Scholar
• Vötter, B., & Schnell, T. (2019b). Cross-lagged analyses between life meaning, self-compassion, and subjective well-being among gifted adults. Mindfulness, 10(July), 1294–1303. https://doi.org/10.1007/s12671-018-1078-x
   Google Scholar
• Vuyk, M. A., Krieshok, T. S., & Kerr, B. A. (2016). Openness to experience rather than overexcitabilities: Call it like it is. Gifted Child Quarterly, 60(3), 192–211. https://doi.org/10.1177/0016986216645407
   Web of Science ®Google Scholar
• Wachidah, K., Sa’ud, S. U., Novita, D., Fediyanto, N., & Susilo, J. (2021). The harmonization of spiritual and intellectual intelligence in education for gifted children based on islamic theological perspective. Proceedings of the 1st Paris Van Java International Seminar on Health Economics, Social Science and Humanities (PVJ-ISHESSH2020), 144–150. Atlantis Press. https://doi.org/10.2991/assehr.k.210304.032
   Google Scholar
• Wirthwein, L., & Rost, D. H. (2011). Giftedness and subjective well-being: A study with adults. Learning and Individual Differences, 21(2), 182–186. https://doi.org/10.1016/j.lindif.2011.01.001
   Web of Science ®Google Scholar
• Woods-Giscombé, C., & Gaylord, S. (2014). The cultural relevance of mindfulness meditation as a health intervention for African Americans: Implications for reducing stress-related health disparities. Journal of Holistic Nursing, 32(3), 147–160. https://doi.org/10.1177/0898010113519010
   PubMedGoogle Scholar
• Zeidner, M., & Matthews, G. (2017). Emotional intelligence in gifted students. Gifted Education International, 33(2), 163–182. https://doi.org/10.1177/0261429417708879
   Google Scholar