Impact of the COVID-19 lockdown on gifted and non-gifted primary school students' well-being and motivation from a self-determination perspective.

This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well-being and motivation than their non-gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non-gifted. Changes in non-gifted students' well-being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well-being and motivation were mediated by autonomy and relatedness satisfaction.

Experiences of Adults High in the Personality Trait Sensory Processing Sensitivity: A Qualitative Study.

Sensory processing sensitivity (SPS) is a personality trait reflecting inter-individual differences in sensitivity to negative and positive environmental information. Being high in SPS is associated with increased stress-related problems if environments are unfavourable but also appears to enhance one's ability to benefit from health-promoting environments. In understanding SPS, therefore, lies the potential for innovating the ways we use to promote mental health. However, as a young research field, the core characteristics of SPS are yet debated. Qualitative research interviewing highly sensitive adults is important to conduct ecologically valid research connected with the complex realities of people. This study was the first to systematically report the perceptions and experiences of SPS characteristics in adults high in this trait. Semi-structured interviews (n = 26) were analysed thematically and described following consolidated criteria for reporting qualitative research. Six themes emerged: (1) emotional responding; (2) relatedness to others; (3) thinking; (4) overstimulation; (5) perceiving details; and (6) global SPS characteristics. With regards to coping with negative consequences of high SPS, the main themes were: (1) reducing sensory input and (2) psychological strategies. We gained fine-grained information on experiences of adults high in SPS and derived new hypotheses regarding the fostering of well-being related to high SPS.

Self-perceived competence, learning conceptions and preferred learning situations in the domain of communication.

BACKGROUND: An important purpose of education in the field of social work is the development of social-communicative competence and students' individual learning theories (ILTs) concerning this domain. AIMS: Our first aim was to develop diagnostic instruments for ILT assessment and to understand the relationships between ILT variables. Our second purpose was to study the differences in ILT variables between students of three study years. SAMPLES: A total of 396 full-time social work students participated in this study: 176 first-year, 147 second-year and 73 fourth-year students (92% women and 8% men). METHOD: Based on a theoretical framework, three questionnaires have been constructed, covering three ILT variables: self-perceived competence, learning conceptions and preferred learning situations. For scale construction, principal component analyses and reliability analyses were conducted. ANOVAs and post hoc comparisons of means were used to investigate cross-sectional differences regarding ILT variables. Pearson correlations and regression analyses were performed to gain more insight into the relationships between ILT variables. RESULTS: Five aspects of self-perceived competence, four learning conceptions and five preferred learning situations were found. Learning conceptions and self-perceived competencies were found to be predictors of students' preferred learning situations. Many differences were found between the three groups of students, especially between the first-year students and the others. CONCLUSIONS: When studying the acquisition of social-communicative competence, it is important to take students' individual learning theories into account. Increased insight into the role ILTs play can be of help in improving social work education.