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  1. Article ; Online: High Cognitive Ability and Mental Health: Findings from a Large Community Sample of Adolescents.

    Lavrijsen, Jeroen / Verschueren, Karine

    Journal of Intelligence

    2023  Volume 11, Issue 2

    Abstract: Whereas it has sometimes been asserted that the intellectually gifted would be more prone to develop mental health problems, empirical studies generally do not seem to support such claims. However, much of the available research has relied on preselected ...

    Abstract Whereas it has sometimes been asserted that the intellectually gifted would be more prone to develop mental health problems, empirical studies generally do not seem to support such claims. However, much of the available research has relied on preselected samples, introducing risks for sample selection bias. This study scrutinized the relationship between intellectual giftedness (defined as high cognitive ability) and mental health in a large, non-selective sample of early adolescents (
    Language English
    Publishing date 2023-02-18
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2721035-2
    ISSN 2079-3200 ; 2079-3200
    ISSN (online) 2079-3200
    ISSN 2079-3200
    DOI 10.3390/jintelligence11020038
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: Peer Influences on (Dis)Engagement in Early Adolescence: the Role of Friendship, Social Status, and Academic Status.

    Steenberghs, Nina / Lavrijsen, Jeroen / Kiuru, Noona / Verschueren, Karine

    Journal of youth and adolescence

    2023  Volume 53, Issue 4, Page(s) 940–954

    Abstract: Academic engagement in adolescence is shaped by influences from the peer environment, yet the types of peers impacting engagement remain unclear. This study explores the roles of friends, popular students, and intelligent students in shaping peers' ... ...

    Abstract Academic engagement in adolescence is shaped by influences from the peer environment, yet the types of peers impacting engagement remain unclear. This study explores the roles of friends, popular students, and intelligent students in shaping peers' behavioral and emotional (dis)engagement. Data were analyzed from 3409 Flemish eighth-grade students (M
    MeSH term(s) Humans ; Adolescent ; Female ; Male ; Friends/psychology ; Social Status ; Peer Influence ; Adolescent Behavior/psychology ; Peer Group
    Language English
    Publishing date 2023-11-13
    Publishing country United States
    Document type Journal Article
    ZDB-ID 186743-x
    ISSN 1573-6601 ; 0047-2891
    ISSN (online) 1573-6601
    ISSN 0047-2891
    DOI 10.1007/s10964-023-01895-3
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.B 3120: Show issues Location:
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    bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular
    ab Jg. 2022: Lesesaal (EG)

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  3. Article ; Online: When Insecure Self-Worth Drains Students' Energy: Academic Contingent Self-Esteem and Parents' and Teachers' Perceived Conditional Regard as Predictors of School Burnout.

    Lavrijsen, Jeroen / Soenens, Bart / Vansteenkiste, Maarten / Verschueren, Karine

    Journal of youth and adolescence

    2023  Volume 52, Issue 4, Page(s) 810–825

    Abstract: Whereas both the family and school environment have been suggested to affect school burnout risks, the role of conditionally regarding parenting or teaching, in which affection is granted conditional on student achievement, in the development of school ... ...

    Abstract Whereas both the family and school environment have been suggested to affect school burnout risks, the role of conditionally regarding parenting or teaching, in which affection is granted conditional on student achievement, in the development of school burnout has not yet been examined. This longitudinal study investigated students' academic contingent self-esteem and parental and teacher conditional regard as antecedents of school burnout. The study sample consisted of Flemish early adolescents (n = 3409; M
    MeSH term(s) Male ; Adolescent ; Humans ; Child ; Female ; Longitudinal Studies ; Students ; Parents ; Academic Success ; Burnout, Psychological
    Language English
    Publishing date 2023-02-20
    Publishing country United States
    Document type Journal Article
    ZDB-ID 186743-x
    ISSN 1573-6601 ; 0047-2891
    ISSN (online) 1573-6601
    ISSN 0047-2891
    DOI 10.1007/s10964-023-01749-y
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    In stock of ZB MED Cologne/Königswinter

    Zs.B 3120: Show issues Location:
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  4. Article: Peer Effects on Engagement and Disengagement: Differential Contributions From Friends, Popular Peers, and the Entire Class.

    Steenberghs, Nina / Lavrijsen, Jeroen / Soenens, Bart / Verschueren, Karine

    Frontiers in psychology

    2021  Volume 12, Page(s) 726815

    Abstract: School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular ... ...

    Abstract School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular students and classmates regarding engagement and disengagement to the development of Students' own behavioral and emotional engagement and disengagement among Flemish 7th-graders (
    Language English
    Publishing date 2021-09-27
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2021.726815
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  5. Article ; Online: Is intelligence related to perfectionism? Multidimensional perfectionism and parental antecedents among adolescents across varying levels of cognitive ability.

    Lavrijsen, Jeroen / Soenens, Bart / Vansteenkiste, Maarten / Verschueren, Karine

    Journal of personality

    2020  Volume 89, Issue 4, Page(s) 652–671

    Abstract: Objective: Although intellectually gifted individuals are often portrayed as perfectionists, evidence for an association between cognitive ability and perfectionism is inconclusive. This study investigates the relations between cognitive ability and two ...

    Abstract Objective: Although intellectually gifted individuals are often portrayed as perfectionists, evidence for an association between cognitive ability and perfectionism is inconclusive. This study investigates the relations between cognitive ability and two distinct dimensions of perfectionism and addresses the role of parental antecedents of perfectionism in adolescents at different levels of cognitive ability.
    Method: In a community sample of 3,168 adolescents and their parents, cognitive ability was assessed and perfectionism levels and parenting practices were surveyed.
    Results: Adolescents higher in cognitive ability reported higher levels of Personal Standards (i.e., setting ambitious objectives) but lower levels of Concern over Mistakes (i.e., worrying excessively about mistakes). Parental criticism, high parental expectations, and conditionally regarding parenting were associated positively with Concern over Mistakes, and high parental expectations were related positively to Personal Standards. These associations were generally independent of adolescents' cognitive ability. Parents of adolescents higher in cognitive ability relied less on parenting practices associated with the development of perfectionism.
    Conclusion: Cognitive ability is related to a higher pursuit of personal standards, yet does not constitute a risk factor for excessive concerns about mistakes. Parental antecedents were related similarly and in theoretically meaningful ways to adolescent perfectionism across different levels of cognitive ability.
    MeSH term(s) Adolescent ; Cognition ; Humans ; Intelligence ; Parenting ; Parents ; Perfectionism
    Language English
    Publishing date 2020-11-20
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 420745-2
    ISSN 1467-6494 ; 0022-3506
    ISSN (online) 1467-6494
    ISSN 0022-3506
    DOI 10.1111/jopy.12606
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    In stock of ZB MED Cologne/Königswinter

    Zs.A 1363: Show issues Location:
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    Jg. 1995 - 2021: Lesesall (1.OG)
    ab Jg. 2022: Lesesaal (EG)

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  6. Article ; Online: Profiles of maladaptive school motivation among high-ability adolescents: A person-centered exploration of the motivational Pathways to Underachievement model.

    Ramos, Alicia / Lavrijsen, Jeroen / Soenens, Bart / Vansteenkiste, Maarten / Sypré, Sabine / Verschueren, Karine

    Journal of adolescence

    2021  Volume 88, Page(s) 146–161

    Abstract: Introduction: The Pathways to Underachievement model (PUM; Snyder & Linnenbrink-Garcia, 2013) is a person-oriented framework identifying two distinct patterns of self- and value beliefs that help explain underachievement among cognitively highly able ... ...

    Abstract Introduction: The Pathways to Underachievement model (PUM; Snyder & Linnenbrink-Garcia, 2013) is a person-oriented framework identifying two distinct patterns of self- and value beliefs that help explain underachievement among cognitively highly able students. This framework was developed to clear up inconclusive findings from variable-centered underachievement research, but has not been previously empirically tested.
    Methods: The present study aimed to test the PUM by investigating (a) whether the predicted motivational profiles are evident among a sample of high-ability students (IQ ≥ 120) beginning secondary school in Flanders, Belgium (N = 403, M
    Results: Latent profile analysis identified four profiles, each involving a distinct patterns of motivational variables. Two of the profiles exhibited maladaptive variable patterns consistent with the distinct profiles theorized by the PUM. Furthermore, profile differences in (dis)engagement and (under)achievement outcomes generally corresponded with the predictions of the PUM across multiple perspectives.
    Conclusion: This study found distinct maladaptive motivational profiles that were each linked to the outcomes hypothesized by the PUM. These findings establish empirically that there are qualitatively different types of high-ability underachievers, which supports the Pathways to Underachievement model and gives momentum to person-oriented analysis within underachievement research.
    MeSH term(s) Achievement ; Adolescent ; Child ; Female ; Humans ; Male ; Motivation ; Schools ; Students ; Underachievement
    Language English
    Publishing date 2021-03-26
    Publishing country England
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 303529-3
    ISSN 1095-9254 ; 0140-1971
    ISSN (online) 1095-9254
    ISSN 0140-1971
    DOI 10.1016/j.adolescence.2021.03.001
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    In stock of ZB MED Cologne/Königswinter

    Zs.B 2093: Show issues Location:
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  7. Article ; Online: Social Acceptance of High-Ability Youth: Multiple Perspectives and Contextual Influences.

    Verschueren, Karine / Lavrijsen, Jeroen / Weyns, Tessa / Ramos, Alicia / De Fraine, Bieke

    New directions for child and adolescent development

    2019  Volume 2019, Issue 168, Page(s) 27–46

    Abstract: Peer relationships form a key developmental context. The current study investigated differences in peer acceptance between high-ability and average-ability youth, from the perspectives of teachers, peers, and students. Relying on the person-group ... ...

    Abstract Peer relationships form a key developmental context. The current study investigated differences in peer acceptance between high-ability and average-ability youth, from the perspectives of teachers, peers, and students. Relying on the person-group similarity model, we also tested whether high-ability students' acceptance would depend on the peer group's mean ability level. A sample of 2,736 sixth-grade students from 188 classes in 117 schools participated. Students scoring in the top 10% of a cognitive ability measure were considered high-ability students (N = 274). Results showed that high-ability students were better accepted than average-ability students according to teachers and peers. However, the students did not show more positive self-perceptions of acceptance. Moreover, they nominated less peers as their friends. Gifted students felt more accepted in classes with higher mean ability levels. The authors call for a stronger integration of developmental theory and research into the study of giftedness.
    Language English
    Publishing date 2019-10-31
    Publishing country United States
    Document type Journal Article ; Review
    ISSN 1534-8687 ; 1520-3247
    ISSN (online) 1534-8687
    ISSN 1520-3247
    DOI 10.1002/cad.20316
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