Papers by Jae Yup Jared Jung
Mulholland, S.M., Cumming, T.M., & Jung, J.Y. (2015). Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviours, Australasian Journal of Special Education.
Jung, J.Y., & Gross, M.U.M. (2015). Radical acceleration, in S.G. Assouline, N. Colangelo, J. VanTassel-Baska, A. Lupkowski-Shoplik (eds.). A nation empowered: Evidence trumps the excuses holding back America's brightest students, Belin-Blank Center, University of Iowa, Iowa City, IA, pp. 199 - 208. Radical acceleration, which refers to any combination of procedures that result in a student grad... more Radical acceleration, which refers to any combination of procedures that result in a student graduating from high school three or more years earlier than is usual, is an intervention that meets the educational needs of the most highly gifted students. The emerging research in the area suggests that a program of radical acceleration usually involves multiple acceleration options, and typically results in positive academic, socio-emotional, career, and life outcomes for the radically accelerated student. Nevertheless, some disadvantages of radical acceleration have also been identified, and a small number of radical accelerands appear to drop out of their studies. A number of suggestions are made for possible ways to increase access to radical acceleration interventions for highly able students, improve selection criteria, minimize the number of unsuccessful radically accelerated students, and optimize the practice of radical acceleration.
This study investigated the careers of three former musical prodigies (i.e., Ervin Nyiregyházi, F... more This study investigated the careers of three former musical prodigies (i.e., Ervin Nyiregyházi, Fanny Mendelssohn Hensel, and David Helfgott) who made mature decisions to pursue music as a career, but did not achieve at the expected levels of distinction as adults. Many of the individual factors that may contribute to their relative lack of adult success appear to be related to factors other than natural ability, including a less than optimal level of psychosocial skills, restrictions imposed by society, and distractions from a complete commitment to music. Greater scholarly attention to the adult careers of musical prodigies is necessary to ensure that future generations of musical prodigies are better supported to realise their potential.
This study developed and empirically tested two related models of the occupational/career decisio... more This study developed and empirically tested two related models of the occupational/career decision-making processes of gifted adolescents using a competing models strategy. The two models that guided the study, which acknowledged cultural orientations, social influences from the family, occupational/ career values, and characteristics of intellectually gifted adolescents, differed in the manner in which the various constructs that form part of the occupational/career decision-making processes of gifted adolescents were sequenced. To collect data, the refined version of a rigorously developed survey instrument was administered to 687 adolescents attending three academically selective high schools in the Sydney metropolitan area (Australia). Data were analysed using confirmatory factor analyses and structural equation modeling procedures. The finally accepted model suggested that, generally, the occupational/career decision-making processes of gifted adolescents incorporate a predictive role for cultural orientation and an intermediary role for motivation-related values, in the formation of attitudes toward occupations, and in turn, intentions to pursue particular occupations. Some notable aspects of the model included a strong association between the valuing of interest or enjoyment in an occupation and a need for intellectual stimulation, and a negative predictive relationship between a desire to fulfill one’s potential and occupational attitudes.
Definition of Terms Used in the Research. Major Questions Addressed in the Research on Highly Gif... more Definition of Terms Used in the Research. Major Questions Addressed in the Research on Highly Gifted Students. Defensible Conclusions from the Empirical Research on Highly Gifted Students. Limitations of the Research on Highly Gifted Students. Conclusions Often Drawn from the Research on Highly Gifted students That Are Not Defensible. Practical Implications of the Research on Highly Gifted Students. Major Resources and References that are Credible sources of Research on Highly Gifted Students.
This study developed and tested a new model of the cognitive processes associated with occupation... more This study developed and tested a new model of the cognitive processes associated with occupational/career indecision for gifted adolescents. A survey instrument with rigorous psychometric properties, developed from a number of existing instruments, was administered to a sample of 687 adolescents attending three academically selective high schools in Sydney, Australia. The collected data were analysed using structural equation modeling and related procedures. The findings suggested that three cognitive process pathways may be associated with occupational indecision for gifted adolescents, all of which incorporated amotivation with the occupational decision. Within these pathways, both idiocentric orientations toward the future and social influences from the family were identified as negative predictors of occupational amotivation, while perfectionism (which was itself negatively predicted by multipotentiality) appeared to be a positive predictor of occupational amotivation. Educators, psychologists, and counselors may be able to use the findings to reassess their career guidance to gifted adolescents.
This study tested a newly developed model of the cognitive decision-making processes of senior hi... more This study tested a newly developed model of the cognitive decision-making processes of senior high school students related to university entry. The model incorporated variables derived from motivation theory (i.e., expectancy-value theory and the theory of reasoned action), literature on cultural orientation, and occupational considerations. A modified version of a psychometrically proven survey instrument was administered to 349 senior high school students attending three high schools in Sydney, Australia. Structural equation modeling was used to analyse the data. Among the findings was evidence that: (a) variables related to allocentrism and idiocentrism directly or indirectly predict the valuing of interest/enjoyment, (b) the valuing of interest/enjoyment predicts attitudes toward university entry, and (c) attitudes toward university entry predict intentions to enter university. The final model may provide a useful framework for the provision of guidance to adolescents contemplating the decision to enter university.
This study developed and tested two models that examined the decision-making processes of adolesc... more This study developed and tested two models that examined the decision-making processes of adolescents relating to entry into university, in terms of the extent to which they may be amotivated and undecided. The models incorporated variables derived from self-determination theory, expectancy-value theory, and research on occupational indecision. A modified version of a psychometrically rigorous survey instrument was used to collect data from 349 senior high school students attending three high schools in Sydney, Australia. Data were analysed using confirmatory factor analysis and structural equation modeling procedures. The refined versions of both models had good fit. The superior model suggested that: (a) family influences negatively predict amotivation with university entry, (b) amotivation with university entry negatively predicts the valuing of interest/enjoyment and income due to university study, a desire for a “good” occupation, and expectations for success, and (c) amotivation with university entry positively predicts indecision with university entry.
The proposal of Subotnik, Olszewski-Kubilius, and Worrell (2011) on rethinking giftedness and gif... more The proposal of Subotnik, Olszewski-Kubilius, and Worrell (2011) on rethinking giftedness and gifted education has a number of implications from an occupational/career decision-making perspective. In this examination of their ideas, consideration is given to the literature in vocational psychology/ career development, the emerging findings on the occupational/ career decisions of gifted adolescents, and the existing research in gifted education. The new model represents a timely platform and impetus for a constructive discussion and debate on rethinking and advancing the field of gifted education.
This study developed and tested a new model of the forced choice dilemma (i.e., the belief held b... more This study developed and tested a new model of the forced choice dilemma (i.e., the belief held by some intellectually gifted students that they must choose between academic achievement and peer acceptance) that incorporates individual level cultural orientation variables (i.e., vertical allocentrism and vertical idiocentrism). A survey which had previously been administered to a sample of intellectually gifted Australian adolescents was modified and then administered to a new sample of 450 intellectually gifted Australian students enrolled in Grades 7 through 12. The data were analysed using structural equation modeling. The major findings of the study are that: (a) motivation for academic success and need for peer acceptance generally predict the experience of the forced choice dilemma, and (b) vertical allocentric and vertical idiocentric orientations strongly predict motivation for academic success. The findings of the study provide insights that may assist teachers, psychologists, counselors, and family members to better understand, and guide, intellectually gifted students affected by the forced choice dilemma.
Journal of Career Assessment, Jan 1, 2011
This study tested a new model of the occupational decision-making processes of senior high-school... more This study tested a new model of the occupational decision-making processes of senior high-school students, which incorporates cultural and motivational perspectives. A theoretical framework guided the study. A refined version of a previously used survey instrument was administered to 566 Australian Grade 11 students attending a stratified random sample of 16 government high schools in the Sydney metropolitan area. The data were analyzed using structural equation modeling. The major finding of the study is the confirmation of a new model of the occupational decision-making processes of senior high school students, that incorporates the predictive roles of idiocentrism oriented toward the future and allocentrism toward the family, and the strong mediating role of occupational interest/enjoyment, in arriving at occupational attitudes, and ultimately, occupational intentions. Psychologists, career managers, counselors, educators, and families may be able to use the findings to understand, and guide, the occupational decisions of senior high school students.
Journal of Career Development, Jan 1, 2010
This study developed and (statistically) confirmed a new model of the occupational decision-relat... more This study developed and (statistically) confirmed a new model of the occupational decision-related processes of adolescents, in terms of the extent to which they may be amotivated about choosing a future occupation. A theoretical framework guided the study. A questionnaire that had previously been administered to an Australian adolescent sample was refined and then administered to a sample of 566 Australian Grade 11 students attending a stratified random sample of 16 government high schools in the Sydney metropolitan area. The data were analyzed using structural equation modeling. The major finding was the development and empirical confirmation of a model of the occupational decision-related processes of amotivated Australian adolescents, which suggested that within the context of the study: (a) social influences from the family may allow adolescents to see the relationship between making an occupational decision and its consequences, (b) occupational amotivation may be associated with a lack of decidedness about a future occupation, a non-expectancy for occupational success, and a non-valuing of interest/enjoyment in occupations, (c) those who value recognition are likely to be expect success in a future occupation, and (d) those with an expectancy for occupational success are likely to be undecided about their future occupation. Psychologists, career managers, counselors, educators, and families may be able to use the findings to assist amotivated adolescents in their occupation-related decisions.
Jung, J.Y., Barnett, K., Gross, M., & McCormick, J. (2011). Levels of intellectual giftedness, culture and the forced choice dilemma. Roeper Review, 33, 182–197. Roeper Review, Jan 1, 2011
This study investigated whether intellectually gifted students in Australia, with different level... more This study investigated whether intellectually gifted students in Australia, with different levels of giftedness and cultural orientations, had different experiences of the forced-choice dilemma—choosing between the needs for peer acceptance and academic achievement. A random sample of 231 intellectually gifted students attending secondary school completed and returned a self-report questionnaire. The data were analyzed using factor analysis and multiple regression analysis. The study found some support for the hypothesis that level of intellectual giftedness was positively related to the experience of the forced-choice dilemma. It was also shown that those with medium-level vertical allocentric orientations toward the family were likely to be the most vulnerable to the phenomenon. Intellectually gifted male adolescents, intellectually gifted students in early adolescence, and intellectually gifted students with peers of different cultural backgrounds were additional groups identified as being at risk.
Jung, J.Y., McCormick, J., Gregory, G., & Barnett, K. (2011). Culture, motivation and vocational decision-making of Australian senior high school students in private schools. Australian Journal of Guidance and Counselling, 21, 85-106. Australian Journal of …, Jan 1, 2011
The purpose of this study was to investigate the roles of culture and motivation in the occupatio... more The purpose of this study was to investigate the roles of culture and motivation in the occupational decisions of senior high school students attending private schools. A theoretical framework guided the study. A questionnaire was administered to 492 Grade 11 students attending a stratified random sample of six independent (private) schools located in the Sydney (Australia) metropolitan area. Structural equation modelling was performed on the data collected. The major findings of the study centre on a new model of vocational decision-making, which provides empirical support for relationships between cultural orientation variables, expectancy-value variables, and related constructs. The findings may be used to advise senior high school students making occupational decisions.
British Journal of Guidance & Counselling, Jan 1, 2010
This exploratory study investigated the occupational decision-related processes of senior high sc... more This exploratory study investigated the occupational decision-related processes of senior high school students, in terms of the extent to which they may be amotivated in choosing a future occupation. Data were gathered using a newly developed questionnaire, which was largely adapted from a number of psychometrically proven instruments, and administered to 492 Grade 11 students attending a stratified random sample of six independent high schools in Sydney, Australia. Structural equation modelling was used to analyse the data. The major findings of the study include the development of a new empirically supported model that relates amotivation and vocational decision-related processes. The findings may be used by career advisors, psychologists, educators, and family members to advise and assist amotivated senior high school students to make occupational decisions.
The purpose of this investigation was to examine the cultural and motivational perspectives assoc... more The purpose of this investigation was to examine the cultural and motivational perspectives associated with the occupational or vocational decision-related processes of senior high school students. Two theoretical frameworks were developed to guide the investigation by integrating theories from the culture, motivation, decision-making, and vocational decision-making literatures. One theoretical framework investigated the roles of culture and motivation in the vocational decisions made by senior high school students, while the other examined the vocational decision-related processes of senior high school students in terms of the extent to which they may be amotivated about choosing a future occupation. A mixed methods approach (incorporating a cross-sectional and correlational research design for the quantitative component) was implemented using a specially developed questionnaire. In the first phase of the investigation, the questionnaire was administered to 492 Year 11 students attending a stratified random sample of six Independent high schools located in the Sydney metropolitan area. In the second and main phase, a refined version of the questionnaire was administered to 566 Year 11 students attending a stratified random sample of 16 government high schools located in the Sydney metropolitan area. Structural equation modelling, discriminant analyses, and qualitative techniques were used to analyse the data collected in the two phases. The major findings of the investigation included the development and confirmation (after modifications) of two new theoretically-justifiable models of vocational decision-related processes. One model provided empirical support for relationships between cultural orientation, values, and attitudes/intentions toward occupations, while the other identified relationships between amotivation, indecision toward occupations, expectancy-value variables, and influences from the family. Multiple themes that were identified in the qualitative data analyses supplemented and partially supported elements of the two empirical models, and enabled a richer understanding of the issues surrounding the vocational decision. The findings of the investigation may be used by career advisors, psychologists, educators, and families to advise and assist senior high school students faced with the vocational decision. The investigation may contribute to reducing the gap in the literature on the roles of culture and motivation in the vocational decision-related processes of senior high school students.
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Papers by Jae Yup Jared Jung