To achieve top scores, students need not only talents and study skills but also they have to conquer various adversities successfully. This research focused on the study paths, the concept adopted from Hickman, Bartholomew, Mathwig, and Heinrich (2008), of Finnish straight-A graduates in general upper secondary education. In this article, we refer to these paths with the concepts of study processes or just studies. The purpose was to analyze what kinds of difficulties these graduates had faced and how they coped with them. Researchers gathered data from 14 Finnish straight-A graduates by mailing a request to write an essay and by interviewing them. The results showed how the graduates’ core difficulties were related to their peer relationships because of the gifted students’ standing out from the crowd, pressure set by their own ambition, and the burden of wide-ranging interests. The graduates seemed to employ resource-oriented solutions when coping with adversities and difficulties—in this study, the solutions were divided into three dimensions. Based on the results, it is relevant to ask whether schools could support gifted students better by allowing mistakes and failures and supporting students to confront adversities by providing models and tools for survival. It is important to emphasize that failures and adversities are not a sign of weakness.
ArnettJ. J. (2004). Emerging adulthood. The winding road from the late teens through the twenties. Oxford, England: Oxford University Press.
2.
BanduraA. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
3.
BatesJ. A. (2004). Use of narrative interviewing in everyday information behavior research. Library & Information Science Research, 26, 15-28. doi:10.1016/j.lisr.2003.11.003
4.
BrunerJ. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
5.
CarvalhoR. G.NovoR. F. (2012). Family socioeconomic status and student adaptation to school life: Looking beyond grades. Electronic Journal of Research in Educational Psychology, 10, 1209-1222.
6.
CarverC. S.ScheierM. F.MillerC. J.FulfordD. (2009). Optimism. In LopezS. J.SnyderC. R. (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 303-311). Oxford, England: Oxford University Press.
7.
ChaseS. (2008). Narrative inquiry: Multiple lenses, approaches, voices. In DenzinN. K.LincolnY. S. (Eds.), Collecting and interpreting qualitative materials (3rd ed., pp. 57-94). London, England: Sage.
8.
CohenS.WillsT. A. (1985). Stress, social support and the buffering hypothesis. Psychological Bulletin, 98, 310-357.
9.
CovingtonM. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.
10.
DeciE. L.RyanR. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14-23. doi:10.1037/0708-5591.49.1.14
11.
DenzinN. K.LincolnY. S. (2005). Introduction: The discipline and practice of qualitative research. In DenzinN. K.LincolnY. S. (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1-32). Thousand Oaks, CA: Sage.
12.
ElliotA. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
13.
ElliotA. J.McGregorH. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. doi:10.1037//0022-3514.80.3.501
14.
EriksonR.RudolphiF. (2010). Change in social selection to upper secondary school—Primary and secondary effects in Sweden. European Sociological Review, 26, 291-305. doi:10.1093/esr/jcp022
15.
Finnish National Board of Education. (2003). Lukion opetus-suunnitelman perusteet 2003 [The core curriculum for general upper secondary education 2003]. Helsinki, Finland: Author.
16.
Finnish National Board of Education. (2012). Koulutusopas 2013. Ammatillinen koulutus ja lukiokoulutus sekä vapaa sivistystyö [Education guide 2013. Vocational and general upper secondary education and commercial education]. Helsinki, Finland: Author.
17.
FolkmanS.MoskowitzJ. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55, 745-774. doi:10.1146/annurev.psych.55.090902.141456
18.
FredricksonB. L.KurtzL. E. (2011). Cultivating positive emotions to enhance human flourishing. In DonaldsonS. I.CsikszentmihalyiM.NakamuraJ. (Eds.), Applied positive psychology. Improving everyday life, health, schools, work, and society (pp. 35-47). New York, NY: Routledge.
19.
GoffmanE. (1959). The presentation of self in everyday life. New York, NY: Doubleday, Anchor Books.
20.
GreenJ.LiemG. A.MartinA. J.ColmarS.MarshH. W.McInerneyD. (2012). Academic motivation, self-concept, engagement and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111-1122. doi:10.1177/0146167201273002
21.
GrossM. U. M. (2000). Exceptionally and profoundly gifted students: An underserved population. Understanding Our Gifted, 12(2), 3-9.
22.
GubaE. G.LincolnY. S. (1994). Competing paradigms in qualitative research. In DenzinN. K.LincolnY. S. (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.
23.
HeppnerP. P.LeeD. (2009). Problem-solving appraisal and psychological adjustment. In LopezS. J.SnyderC. R. (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 345-355). Oxford, England: Oxford University Press.
24.
HickmanG. P.BartholomewM.MathwigJ.HeinrichR. S. (2008). Differential developmental pathways of high school dropouts and graduates. Journal of Educational Research, 102, 3-14. doi:10.3200/JOER.102.1.3-14
25.
HoekmanK.McCormickJ.GrossM. U. M. (1999). The optimal context for gifted students: A preliminary exploration of motivational and affective considerations. Gifted Child Quarterly, 43, 170-193. doi:10.1177/001698629904300304
26.
HolahanC. J.MoosR. H. (1986). Personality, coping and family resources in stress resistance: A longitudinal analysis. Journal of Personality and Social Psychology, 51, 389-395.
27.
HolsteinJ. A.GubriumJ. F. (2012). Varieties of narrative analysis. London, England: Sage.
28.
HsiehP.SullivanJ. R.GuerraN. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18, 454-476.
29.
JimersonS. R.AndersonG. E.WhippleA. D. (2002). Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school. Psychology in the Schools, 39, 441-457. doi:10.1002/pits.10046
30.
KatajainenA.LipponenK.LitovaaraA. (2009). Voimaa! Oman tarinan mahdollisuudet [Power! The possibilities of one’s own story] (2nd ed.). Porvoo, Finland: Duodecim.
31.
KlaininS.FenshamP. J. (2006). Learning achievement in upper secondary school chemistry in Thailand: Some remarkable sex reversals. International Journal of Science Education, 9, 217-227. doi:10.1080/0950069870090210
32.
KlemeläK.TuittuA.OlkinuoraE.RinneR.LeppänenR.AroK. (2007). Muuttuva lukio tutkimuskohteena [The changing general upper secondary education as a research target]. In KlemeläK.OlkinuoraE.RinneR.VirtaA. (Eds.), Lukio nuorten opiskelutienä. Turkulainen lukio opiskelijoiden, vanhempien ja opettajien silmin 2000-luvun alussa [General upper secondary education as the study path of the youth] (pp. 11-38). Turku, Finland: University of Turku.
33.
KorppasM. (2007). Opintojen kuormittavuus ja nuorten koulu-uupumus [The burden of studies and fatigue at school in the youth]. In KlemeläK.OlkinuoraE.RinneR.VirtaA. (Eds.), Lukio nuorten opiskelutienä. Turkulainen lukio opiskelijoiden, vanhempien ja opettajien silmin 2000-luvun alussa [General upper secondary education as the study path of the youth] (pp. 153-179). Turku, Finland: University of Turku.
34.
LaitinenL. (2012). Onnelliset opintiellä? Lukiolaisten hyvinvointitutkimus 2012 [The happy on the study path? Survey of well-being among the general upper secondary education students 2012]. Helsinki, Finland: Suomen Lukiolaisten Liitto.
35.
LaneJ.LaneA. (2001). Self-efficacy and academic performance. Social Behavior and Personality, 29, 687-694.
36.
LarsenJ. F.HemenoverS. H.NorrisC. J.CacioppoJ. T. (2003). Turning adversity to advantage: On the virtues of the coactivation of positive and negative emotions. In AspinwallL. G.StaudingerU. M. (Eds.), A psychology of human strengths. Fundamental questions and future directions for a positive psychology (pp. 211-226). Washington, DC: American Psychological Association.
37.
Law on General Upper Secondary Education 1998/629.
38.
LechnerS. C.TennenH.AffleckG. (2009). Benefit-finding and growth. In LopezS. J.SnyderC. R. (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 633-640). Oxford, England: Oxford University Press.
LinleyA. (2008). Average to A+: Realising strengths in yourself and others. Conventry, England: CAPP Press.
41.
LinnenbrinkE. A.PintrichP. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
42.
MäättäK.UusiauttiS. (2012a). Mission impossible? A scientific comparison between the overlapping and diverging phenomena of friendship and love. International Journal of Asian Social Sciences, 2, 530-543.
43.
MäättäK.UusiauttiS. (2012b). The four-leaf clover of human resources. Research Journal in Organizational Psychology and Educational Studies, 1(1), 37-42.
44.
Matriculation Examination Board. (2012). Ylioppilastutkinto 2011. Tilastoja ylioppilastutkinnosta [Matriculation Examination 2011. Information about Matriculation Examination]. Helsinki, Finland: Author.
45.
Ministry of Education. (2005). OECD thematic review of tertiary education. Country background report for Finland. Helsinki, Finland: Author.
46.
NagyG.TrautweinU.BaumertJ.KöllerO.GarretJ. (2006). Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value. Educational Research and Evaluation, 12, 323-345. doi:10.1080/13803610600765687
47.
NeildR. C.Stoner-EbyS.FurstenbergF. (2008). Connecting entrance and departure: The transition to ninth grade and high school dropout. Education and Urban Society, 40, 543-569. doi:10.1177/0013124508316438
48.
NichollsJ.CheungP.LauerJ.PatashnickM. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, 1, 63-84. doi:10.1016/1041-6080(89)90010-1
49.
Nolen-HoeksemaS. (2000). Growth and resilience among bereaved people. In GillhamJ. (Ed.), The science of optimism and hope (pp. 107-127). Philadelphia, PA: Templeton Foundation Press.
50.
Norberg-SchonfeldtM. (2008). Children’s school achievement and parental work: An analysis for Sweden. Education Economics, 16, 1-17. doi:10.1080/09645290701273525
51.
PajaresF. (2001). Toward a positive psychology of academic motivation. Journal of Educational Research, 95, 27-35. doi:10.1080/00220670109598780
52.
PetersonC.ParkN. (2011). Character strengths and virtues: Their role in well-being. In DonaldsonS. I.CsikszentmihalyiM.NakamuraJ. (Eds.), Applied positive psychology: Improving everyday life, health, schools, work, and society (pp. 49-62). New York, NY: Psychology Press.
53.
PetersonC.SeligmanM. E. P. (2004). Character strengths and virtues: A handbook of classification. Oxford, England: Oxford University Press.
54.
PetersonC.SteenT. (2009). Optimistic explanatory style. In LopezS. J.SnyderC. R. (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 313-321). Oxford, England: Oxford University Press.
55.
PetersonJ.DuncanN.CanadyK. (2009). A longitudinal study of negative life events, stress, and school experiences of gifted youth. Gifted Child Quarterly, 53, 34-49. doi:10.1177/0016986208326553
56.
PeuraA. (2008). Tohtoriksi tulemisen tarina [Narrative of becoming a doctor]. Helsinki, Finland: University of Helsinki.
57.
PierceG.SarasonI.SarasonB. (1996). Coping and social support. In ZeidnerM.EndlerN. (Eds.), Handbook of coping: Theory, research, applications (pp. 434-451). New York, NY: Wiley.
58.
PintrichP. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104. doi:10.1006/ceps.1999.1017
59.
PolkinghorneD. (1995). Narrative configuration in qualitative analysis. In HatchJ. A.WisniewskiR. (Eds.), Life history and narrative (pp. 5-23). London, England: RoutledgeFalmer.
60.
PopovK. L. (1997). The family virtues guide: Simple ways to bring out the best in our children and ourselves. New York, NY: Penguin.
61.
RathT. (2007). StrengthsFinder 2.0. New York, NY: Gallup Press.
62.
ReedJ.BuckS. (2009). The effect of regular aerobic exercise on positive-activated affect: A meta-analysis. Psychology of Sport and Exercise, 10, 581-594. doi:10.1016/j.psychsport.2009.05.009
63.
RiessmanC. K. (2008). Narrative methods for the human sciences. London, England: Sage.
64.
RobinsR. W.PalsJ. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect and self-esteem change. Self and Identity, 1, 313-336.
65.
SalmelaM.UusiauttiS.(2013). Finnish straight-A graduates’ perceptions of the smoothness of their study paths. Journal of Studies in Education, 3(4), 21-41. doi:10.5296/jse.v3i4.4270
66.
Salmela-AroK. (2011). Mikä nuoria liikuttaa? Uupumuksesta intoon [What motivates the youth? From fatigue to enthusiasm]. Tieteessä tapahtuu, 29(4-5), 3-6.
67.
ScheierM. F.CarverC. S. (2003). Self-regulatory processes and responses to health threats: Effects of optimism on well-being. In SulsJ.WallstonK. A. (Eds.), Social psychological foundations of health (pp. 395-428). Oxford, England: Blackwell.
68.
SeligmanM. E. P. (1991). Learned optimism. New York, NY: Knopf.
69.
SeligmanM. E. P. (2002). Authentic happiness: Using the new positive psychology to realise your potential for lasting fulfillment. New York, NY: Free Press.
70.
SilvermanD. (2006). Interpreting qualitative data (3rd ed.). London, England: Sage.
71.
TaylorS. E. (2011). How psychosocial resources enhance health and well-being. In DonaldsonS. I.CsikszentmihalyiM.NakamuraJ. (Eds.), Applied positive psychology: Improving everyday life, health, schools, work, and society (pp. 65-77). New York, NY: Routledge.
72.
TuijulaT. (2011). “Jos tietää mitä haluaa”: seurantatutkimus lukio-opiskelijoiden itsesäätelystä, opiskelun kulusta ja odotusten toteutumisesta [“If you know what you want”: A follow-up study of general upper secondary education students self-regulation, study paths, and fulfilment of expectations]. Turku, Finland: University of Turku.
73.
Tuominen-SoiniH. (2012). Student motivation and well-being: Achievement goal orientation profiles, temporal stability, and academic and socio-emotional outcomes. Helsinki, Finland: University of Helsinki.
UusiauttiS. (2008). “Tänään teen elämäni parhaan työn.” Työmenestys Vuoden Työntekijöiden kertomana [“Today I’ll work better than ever.” Employees of the year describe their experiences of success at work] (Doctoral dissertation). University of Lapland, Rovaniemi, Finland.
76.
UusiauttiS.MäättäK. (2011). Love for work as the way toward well-being. Global Journal of Human Social Science, 11, 63-68.
77.
WalkerdineV.LuceyH.MelodyJ. (2001). Growing up girl: Psychosocial explorations of gender and class. London, England: Palgrave Macmillan.
78.
WarburtonE. C.BugarinR.NuñezA.-M. (2001). Bridging the gap: Academic preparation and postsecondary success of first-generation students. Education Statistics Quarterly, 3(3), 73-77.
79.
WeiserD. A.RiggioH. R. (2010). Family background and academic achievement: Does self-efficacy mediate outcomes?Social Psychology of Education, 13, 367-383. doi:10.1007/s11218-010-9115-1
80.
WikströmC.WikströmM. (2005). Grade inflation and school competition: An empirical analysis based on the Swedish upper secondary schools. Economics of Education Review, 24, 309-322. doi:10.1016/j.econedurev.2004.04.010
81.
ZeidnerM.EndlerN. (1996). Handbook of coping: Theory, research, applications. New York, NY: Wiley.
