Giftedness within the Confucian-heritage Cultures

Phillipson, Norman Shane 符理迅; Cheung, Hoi Yan 張凱欣

doi:10.5790/hongkong/9789622098725.003.0007

Cited by 7 publications

(3 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Marland () indicated that students with excellent academic performance in school or in the public examinations could be regarded as academically gifted. Phillipson and Cheung () used the attainment of very high scores on the Hong Kong Attainment Tests for English, Chinese, and mathematics as the criteria for considering students as academically gifted. In Chan's study (), the selection of academically gifted students was based on their high academic achievement; in his study, the participating students in Hong Kong had participated in a major public examination at the end of Grade 11, and their academic performance had been sufficiently excellent for them to have been admitted to one of four prestigious schools known as Band 1 schools.…”

Section: Introductionmentioning

confidence: 99%

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

Chen

Cheung

Fan

et al. 2017

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

Chen

Cheung

Fan

et al. 2017

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

show abstract

“…Academically gifted students are those who have excellent academic performances in school or in various public examinations (Chan, 2010; Marland, 1971; Phillipson & Cheung, 2007). Many studies have suggested that gifted adolescents face a number of unique social–emotional challenges, such as high emotional sensitivity, intellectual boredom, and social isolation (Hyatt & Cross, 2009; Neihart et al., 2002; Rinn & Majority, 2018).…”

Section: Academically Gifted Students and Suicidalitymentioning

confidence: 99%

Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study

Chen

Fan

et al. 2020

Gifted Child Quarterly

Self Cite

View full text Add to dashboard Cite

From the perspective of positive psychology, this study examined the variables in four domains of personal resources under the broaden-and-build theory concerning their relationships with suicidal cognition among academically gifted students. A total of 386 academically gifted secondary school students in China participated in the study. First, the descriptive analysis results indicated that the mean score of suicidal cognition was below average, but these students were experiencing sleep deprivation problem in their daily lives. Second, based on the broaden-and-build theory, correlational analysis results suggested that most of the variables from the four domains of resources were significantly related to suicidal cognition. Most important, regression results showed that cognitive and psychological resources appeared to be the most influential for suicidal cognition. Furthermore, parents should be alerted that, for academically gifted students, parental relationship (social resource) is important, as lack of such a positive relationship (i.e., parents’ alienation) showed strong negative effect on suicidal cognition of these students. This was the first study that used the framework of broaden-and-build theory to study and compare the predictive effects of resources on suicidal cognition of academically gifted secondary school students in the Chinese social and cultural contexts.

show abstract

“…Cultural educational capital refers to the value systems, thinking patterns, and actions that reflect and influence the attainment of learning and wider educational goals within a particular jurisdiction. In Hong Kong, the legacy of the Confucian tradition is still a potent force in determining attitudes toward education in East Asia and toward GE in particular that are very different from perceptions in the West (Phillipson & Cheung, 2007). According to Chen and Chung (1994), the principles of Confucian teaching can be summarized as emphasizing education, family system, hierarchical relationships, and benevolence.…”

Section: Aspects Of Giftedness That Are Valued: the Importance Of Culmentioning

confidence: 99%

Gifted Education in the Hong Kong Special Administrative Region

Tommis¹

2013

Journal for the Education of the Gifted

View full text Add to dashboard Cite

show abstract

Giftedness within the Confucian-heritage Cultures

Cited by 7 publications

References 36 publications

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study

Gifted Education in the Hong Kong Special Administrative Region

Contact Info

Product

Resources

About