Parent Use of the Term “Gifted”: Correlates with Family Environment and Child Adjustment

Cornell, Dewey G.; Grossberg, Ingrid N.

doi:10.1177/016235328901200305

Cited by 22 publications

(9 citation statements)

References 7 publications

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“…Culturally, whereas some children are permitted to be recognized as gifted and talented (those who fit the current description), others (e.g., minorities, the disabled, and the socially awkward) may not be (Freeman, 2003. Parents who use the term gifted have been found to be more achievement-oriented and diminish their children's emotional expression, typically producing less well-adjusted children than the parents who did not use this term (Cornell & Grossberg, 1989;Freeman, 2001).…”

Section: Extracognitive Influencesmentioning

confidence: 86%

Giftedness in the Long Term, Professor

Freeman

2006

Journal for the Education of the Gifted

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Section: Extracognitive Influencesmentioning

confidence: 86%

Giftedness in the Long Term, Professor

Freeman

2006

Journal for the Education of the Gifted

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“…Second, the impact of the students' family environment may change (Stoeger, Steinbach, Obergriesser, & Matthes, 2014). Potentially, families become more supportive or more achievement oriented if they know that a child has been nominated for a program that was developed to meet the needs of gifted children (see Cornell, 1983;Cornell & Grossberg, 1989). Parents may spend (more) time and money on school-related topics.…”

Section: Program Effects On School Gradesmentioning

confidence: 99%

Effectiveness of a “Grass Roots” Statewide Enrichment Program for Gifted Elementary School Children

Golle

Zettler

Rose

et al. 2018

Journal of Research on Educational Effectiveness

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Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a "grass roots" strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes. KEYWORDS enrichment program giftedness effectiveness propensity score analysis Curricular and extracurricular activities targeting the needs of gifted children are commonly believed to be a viable means to support gifted children in their academic and socioemotional development (e.g., Plucker & Callahan, 2014; Subotnik, Olszewski-Kubilius, & Worrell, 2011, 2012). Around the world, however, several associations such as the Asian-Pacific Federation on Giftedness (APFG), the European Council for High Ability (ECHA), and the National Association for Gifted Children (NAGC) have argued that gifted children's specific needs are often neglected, a practice that subsequently leads to the shriveling of their abilities and potential. Correspondingly, these associations and others have repeatedly called for the implementation of programs that are aimed at appropriately fostering gifted children (promotion programs; e.g., via acceleration, grouping, or enrichment).

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“…The previous emphasis on comparing high ability youth and their families to the so-called "normal" controls has served the purpose of refuting popular stereotypes and misconceptions that high ability is necessarily associated with maladjustment, but such findings direct attention away from examining adjustment differences within the population of high ability youth (Cornell & Grossberg, 1987;1989). The new questions which should occupy current research attention are not whether high ability youth differ from other youth, but how these youth and their families differ from one another, and what family characteristics are associated with healthy child development and positive adjustment in this population.…”

mentioning

confidence: 99%

Perceived Competence and Parent-Adolescent Communication in High Ability Adolescent Females

Callahan¹,

Cornell²,

Loyd³

1990

Journal for the Education of the Gifted

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Adolescent females have been largely ignored in previous research on high ability youth, despite the social pressures and family conflicts they may experience as a result of their efforts to achieve commensurate with their high abilities. The present study investigates the self-concepts (perceived competence) and quality of parent-adolescent communication in 60 high ability adolescent females, including 42 who left home to enroll in an early college entrance program and 18 who attended more traditional high school programs. Results indicate that the quality of parent-adolescent communication for these young women: (1) varies widely with both mothers and fathers; and (2) is consistently associated with perceived competence in both academic and non-academic areas. As a group, the young women have above-average academic and overall perceived competence, but IQ is negatively correlated with perceived competence in non-academic areas.

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Parent Use of the Term “Gifted”: Correlates with Family Environment and Child Adjustment

Cited by 22 publications

References 7 publications

Giftedness in the Long Term, Professor

Giftedness in the Long Term, Professor

Effectiveness of a “Grass Roots” Statewide Enrichment Program for Gifted Elementary School Children

Perceived Competence and Parent-Adolescent Communication in High Ability Adolescent Females

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