Predicting Factors of Gifted Students' Life Satisfaction and Identifying Their Sub-Profiles
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| Title: | Predicting Factors of Gifted Students' Life Satisfaction and Identifying Their Sub-Profiles |
|---|---|
| Language: | English |
| Authors: | Taeyong Kim (ORCID |
| Source: | Gifted Education International. 2026 42(2):302-329. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Academically Gifted, Life Satisfaction, Student Characteristics, Well Being, Foreign Countries, International Assessment, Achievement Tests, Secondary School Students, Socioeconomic Status, Cultural Capital, Family Environment, Resources, Educational Environment, Sense of Belonging, Teacher Role, Test Anxiety, Academic Achievement, Student Motivation |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| DOI: | 10.1177/02614294261441169 |
| ISSN: | 0261-4294 2047-9077 |
| Abstract: | This study explored factors associated with the life satisfaction of gifted students using PISA 2015 data and identified heterogeneous sub-profiles within the gifted group. 356,544 students from 50 countries were analyzed, with gifted students defined as the academically top 5% within each country. Student final weights were applied throughout, and all analyses were repeated across 10 Plausible Value sets and integrated using Rubin's rules. Weighted t-tests revealed that gifted students had higher socioeconomic status, home educational resources, and achievement motivation, and lower test anxiety, but no significant differences in life satisfaction. Weighted K-means cluster analysis (k = 4) yielded four sub-profiles: Holistically Thriving, Resilient Low-SES, Resource-Rich Disengaged, and Isolated & At-Risk. Permutation importance from a weighted random forest identified school belonging as the most important variable associated with high life satisfaction, followed by test anxiety and teacher support. These findings highlight the importance of relational experiences in understanding gifted students' well-being. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505876 |
| Database: | ERIC |
| Abstract: | This study explored factors associated with the life satisfaction of gifted students using PISA 2015 data and identified heterogeneous sub-profiles within the gifted group. 356,544 students from 50 countries were analyzed, with gifted students defined as the academically top 5% within each country. Student final weights were applied throughout, and all analyses were repeated across 10 Plausible Value sets and integrated using Rubin's rules. Weighted t-tests revealed that gifted students had higher socioeconomic status, home educational resources, and achievement motivation, and lower test anxiety, but no significant differences in life satisfaction. Weighted K-means cluster analysis (k = 4) yielded four sub-profiles: Holistically Thriving, Resilient Low-SES, Resource-Rich Disengaged, and Isolated & At-Risk. Permutation importance from a weighted random forest identified school belonging as the most important variable associated with high life satisfaction, followed by test anxiety and teacher support. These findings highlight the importance of relational experiences in understanding gifted students' well-being. |
|---|---|
| ISSN: | 0261-4294 2047-9077 |
| DOI: | 10.1177/02614294261441169 |
