Impacts of the COVID-19 Pandemic on Gifted and Nonidentified Early Adolescents’ Academic and Social-Emotional Development (Poster 49): Division C - Section 3a: Learning Environments, 11:30 AM

• In Event: e-Lightening Ed-Talk Session 17

Abstract

Recent studies document how the pandemic affected students’ academic and social-emotional functioning. However, the literature has primarily focused on large, broad populations of students, without emphasis on groups that may be uniquely impacted. The study examined how the pandemic shaped the academic and social-emotional functioning of gifted early adolescents. This 4-year longitudinal study used a prospective cohort panel design that followed students (N =1,033) from grade 3 until the end of grade 6. Longitudinal multilevel modeling showed that gifted and non-identified students declined in academic functioning (math self-concept, math value) but not social-emotional well-being. Non-identified students shifted from positive to negative rates of change in connectedness from pre-pandemic to pandemic, while gifted students continued to exhibit a decline in connectedness.

Authors

• Tzu-Jung Lin, The Ohio State University

• Trent N Cash, Carnegie Mellon University

• Hyun Ji Lee, The Ohio State University

• Saetbyul Kim, Sungkyul University

• Eric M. Anderman, The Ohio State University

• Wonjoon Cha, The Ohio State University

• Xingfeiyue Liu, The Ohio State University

• Ziye Wen, The Ohio State University