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Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula
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Elizabeth Shaunessy-Dedrick; Shannon M. Suldo; Lindsey O'Brennan; Robert Dedrick; Janise Parker; John Ferron; Letty DiLeo – Journal for the Education of the Gifted, 2022
Students report experiencing elevated levels of academic stress while in Advanced Placement (AP) and International Baccalaureate Diploma (IBD) classes. In response, we developed a classwide, preventative coping and connectedness curriculum, which consists of 12 50-minute modules for 9th-grade students enrolled in accelerated coursework. In this…
Descriptors: Coping, Acceleration (Education), Prevention, Stress Variables
Students' Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses
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Shaunessy-Dedrick, Elizabeth; Suldo, Shannon; Roth, Rachel; Fefer, Sarah – Grantee Submission, 2015
In this qualitative study, we investigated 15 successful and 15 struggling high school students' perceived stressors, coping strategies, and intrapersonal and environmental factors students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands and…
Descriptors: Student Attitudes, High School Students, Work Ethic, High Achievement
Students' Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses
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Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Roth, Rachel A.; Fefer, Sarah A. – High School Journal, 2015
In this qualitative study, we investigated 15 successful and 15 struggling high school students, perceived stressors, coping strategies, and intrapersonal and environmental factors that students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands…
Descriptors: Student Attitudes, High School Students, Work Ethic, High Achievement
Strategies Used by Intellectually Gifted Students to Cope with Stress during Their Participation in a High School International Baccalaureate Program
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Shaunessy, Elizabeth; Suldo, Shannon M. – Gifted Child Quarterly, 2010
Individuals respond to threats to affiliation and achievement needs through drawing on a repertoire of coping strategies specific to a given situation. Gifted adolescents in college-preparatory high school programs may be faced with novel stressors, and may have unique coping strategies to manage these challenges. The current study considers…
Descriptors: Academically Gifted, Advanced Placement Programs, Focus Groups, Coping
Relationships among Stress, Coping, and Mental Health in High-Achieving High School Students
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Suldo, Shannon M.; Shaunessy, Elizabeth; Hardesty, Robin – Psychology in the Schools, 2008
This study investigates the relationships among stress, coping, and mental health in 139 students participating in an International Baccalaureate (IB) high school diploma program. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self-efficacy) and negative indicators (psychopathology) of…
Descriptors: Advanced Placement Programs, Mental Health, Psychopathology, Adolescents