Characteristics of Families with No, One, or More Than One Gifted Child

Weissler, Kineret; Landau, Erika

doi:10.1080/00223980.1993.9915550

Cited by 17 publications

(15 citation statements)

References 5 publications

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“…Few studies examine parents of gifted children and the focus has been on differences in the environments of gifted versus non-gifted children, such as the amount of time parents spend on school-related activities [19,27], parental perceptions of children's use of leisure time [28], and parental mediation of children's television and computer game use [29]. There is some evidence that differential outcomes for gifted children depend on the family environment [26,29Á34], but the extant research suffers from a number of limitations including a lack of empirically valid measures, retrospective accounts, and small sample sizes.…”

Section: Parenting Gifted and Talented Childrenmentioning

confidence: 99%

Parenting Gifted and Talented Children: What are the Key Child Behaviour and Parenting Issues?

Morawska

Sanders

2008

Aust N Z J Psychiatry

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The literature on gifted and talented children is limited. Little is known about the types and nature of difficulties experienced by gifted and talented children, and even less known about parenting issues related to parenting a gifted and talented child. The aim of the present study was to describe children's behavioural and emotional adjustment, and the factors that contribute to children's difficulties, as well as to examine the styles of discipline used by parents of gifted and talented children and their level of confidence in managing specific parenting tasks. Method: A survey of parents of gifted and talented children was conducted, with 211 parents meeting criteria for the study. Results: For a community sample, in general gifted and talented children exhibit no more behavioural difficulties than do other children. But children in this sample seemed to show higher levels of emotional symptoms and peer problems. Children's behavioural and emotional difficulties were best predicted by parenting factors, particularly parental confidence. Parents reported that they were less likely to be permissive with their child, but they tended to use a more authoritarian style of parenting characterized by lecturing and a strong reaction to any problems. Conclusions: There are a number of implications for future research, clinical practice, and the development of parenting interventions for this group of parents.

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Section: Parenting Gifted and Talented Childrenmentioning

confidence: 99%

Parenting Gifted and Talented Children: What are the Key Child Behaviour and Parenting Issues?

Morawska

Sanders

2008

Aust N Z J Psychiatry

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“…Tako visoka usaglašenost odlikuje rezultate istraživanja uloge afektivne responsivnosti roditelja u razvoju talenta, otuda što se topao i prihvatajući stav roditelja pokazao dosledno povezanim sa visokim stepenom ostvarenosti detetovih potencijala (Bradly & Caldwell, 1976, Vernon, 1979, svi prema Landau & Weissler, 1993Cornell & Grossberg, 1987;Karnes & Shwedel, 1987;OlszewskiKubilius, 2002;Weissler & Landau, 1992).…”

Section: Istraživanja Porodičnih Prilika Darovite Deceunclassified

“…Sa druge strane, vaspitni stavovi koji se opisuju u terminima emocionalne topline i ograničavanja u vaspitanju, a koji se označavaju terminom autoritativnost (Baumrind, 1971, prema Lacković-Grgin, 2006, doprinose pozitivnom vrednosnom konotiranju termina "kontrola", te njegovom povezivanju sa usmeravanjem i vođenjem deteta, što potpomaže proces razvoja darovitosti. Ovo u priličnoj meri korespondira sa shvatanjima autoritativnog vaspitnog stila kao najefektivnije kombinacije vaspitnih postupaka za transformaciju visokih potencijala u izuzetan učinak (Dwairy, 2004;Fine, 1977, prema Winner, 1996, kao i opisima kontrole u vaspitavanju darovitih kao ograničavanja koje ne sme imati karakter "parališuće prinude", ali ni permisivosti koja poništava bilo kakav oblik zabrane (Weissler & Landau, 1992).…”

Section: Istraživanja Porodičnih Prilika Darovite Deceunclassified

“…Ako krenemo od prvog pitanja, u prvom redu nailazimo na priličnu uklopljenost dobijenih nalaza u korpus saznanja o vaspitnim postupcima roditelja darovite dece. Kad je reč o afektivnoj dimenziji, kao i u slučaju mnogih ranijih istraživanja, toplina u vaspitanju se pokazuje značajnom odrednicom okruženja darovitog deteta (Bradly & Caldwell, 1976, Vernon, 1979, svi prema Landau & Weissler, 1993Cornell & Grossberg, 1987;Karnes & Shwedel, 1987;Olszewski-Kubilius, 2002;Weissler & Landau, 1992). Preciznije rečeno, pod toplinom u vaspitanju se pre svega misli na topao odnos majke prema detetu, otuda što vaspitni postupci oca na afektivnoj dimenziji ne ostvaruju značajnu povezanost sa diskriminativnom funkcijom.…”

Section: Diskusijaunclassified

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Distinktivni Profil Porodica Akademski Darovitih Adolescenata

Pekić

Kodžopeljić

2014

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Istraživanje prikazano u ovom radu pretenduje da ispita prirodu relacija određenih karakteristika porodičnog funkcionisanja i akademske darovitosti, u cilju izoštravanja slike o distinktivnom profilu porodica sa darovitim detetom. U specifikovanju karakteristika porodičnog funkcionisanja, izbor je sveden na sledeće varijable: vaspitni stilovi roditelja, porodična podrška, koroditeljski odnosi, porodična kohezivnost i adaptabilnost i porodična afektivna vezanost. Istraživanje je sprovedeno na uzorku od 358 srpskih gimnazijalaca (177 akademski darovitih učenika i 181 prosečan učenik). Akademski daroviti adolescenti odabirani su na osnovu dva kriterijuma: IQ 120 i više na Kibernetičkoj bateriji testova inteligencije KOG 3 i odličan opšti školski uspeh. Prosečnim učenicima su smatrani oni čiji se IQ na pomenutoj bateriji nalazio u rasponu 90-110, a školski uspeh je bio niži od odličnog. Ispitivanje prostora varijabli porodičnog funkcionisanja obavljeno je primenom sledećih instrumenata: Skala vaspitnih stavova (VS skala), Upitnik percipirane porodične podrške (PSS-Fa), Upitnik koroditeljske saradnje (CFO), Upitnik porodične kohezivnosti i fleksibilnosti (FACES III) i Upitnik porodične afektivne vezanosti (IIBV). Dobijeni rezultati sugerišu da postoje značajne razlike u načinu funkcionisanja porodica sa akademski darovitim i porodica sa prosečnim adolescentom. Prvi tip porodica odlikuje veća izraženost toplo-popustljivih vaspitnih postupaka roditelja, u prvom redu majke, viši stepen suportivnosti u koroditeljstvu, te viši nivo porodične kohezivnosti, kao i siguran obrazac porodičnog afektivnog vezivanja, u čijoj osnovi počiva pozitivniji model sebe i drugih. Nalaz da daroviti učenici iziskuju niži stepen porodične podrške nije iznenađujući ukoliko se zna da je jedna od tri njihove suštinske karakteristike samostalnost, shvaćena kao minimalno oslanjanje na podršku drugih u aktivnostima ovladavanja domenom darovitosti.Ključne reči: akademska darovitost, daroviti adolescenti, porodični kontekst darovitosti

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“…The tendency for families to have multiple gifted children makes sense in light of Weissler and Landau's (1993) finding that parents of gifted children tend to provide their children with environments that encourage the development of intellectual abilities. The homes of identified gifted children in Weissler and Landau's study, relative to the homes of nongifted children, contained more "concrete environmental stimuli" such as books, toys, and works of art (p. 145).…”

mentioning

confidence: 98%

Multigenerational Giftedness: Perceptions of Giftedness across Three Generations

Perrone

Ksiazak

Wright

et al. 2010

Journal for the Education of the Gifted

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The focus of this study was on gifted adults' perceptions of multigenerational giftedness in their families. Participants have been surveyed annually since their high school graduation in 1988. The purpose of the longitudinal study is to gain insight into the career and life development of gifted individuals post-high school. For the present follow-up study, data were collected via the Internet and mailed surveys and analyzed by a 5-member research team. Participants reported their perceptions of whether or not their parents and children were gifted and the areas of giftedness. The number of participants who perceived both parents to be gifted was roughly equal to those stating that neither parent was gifted. Areas of perceived giftedness differed between mothers and fathers. The majority of participants identified at least one of their children as gifted. Specific areas of giftedness perceived in participants' children and parents are described. Implications of the findings are discussed.

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Characteristics of Families with No, One, or More Than One Gifted Child

Cited by 17 publications

References 5 publications

Parenting Gifted and Talented Children: What are the Key Child Behaviour and Parenting Issues?

Parenting Gifted and Talented Children: What are the Key Child Behaviour and Parenting Issues?

Distinktivni Profil Porodica Akademski Darovitih Adolescenata

Multigenerational Giftedness: Perceptions of Giftedness across Three Generations

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