Parental communication style and its influence on exceptional children's television viewing

Family Environment and Social Development in Gifted Students

“…More rules and discipline may enable highly active families to manage a complex schedule. The balance of appropriate discipline and rules within the family with the finding of flexibility and independence in our sample are consistent with favoring an authoritative parenting style, characterized as allowing both freedom and independence with structure in child rearing, which contributes to good parent-child relationships (Abelman, 1991;Dornbusch et al, 1987;Dwairy, 2004;Grotevant & Cooper, 1985;Hauser et al, 1985;Lamborn et al, 1991;Maccoby & Martin, 1983;Nelson, 1984;Shulman et al, 1987). Research has documented that parents play a crucial role in talent development as initial identifiers of giftedness and later as facilitators and supporters by endorsing both autonomy and independent thinking with appropriate emotional intimacy and involvement with their children (Csikszentmihalyi et al, 1997;Cornell & Grossberg, 1987;Karnes et al, 1984;Olszewski-Kubilius, 2008;Rudasill et al, 2013;Snowden & Christian, 1999).…”

Gifted Students’ Perceptions of Parenting Styles

“…This is consistent with Robinson, Reis, Niehart, and Moon’s (2002) assessment of best practices in parenting the gifted where they referred to the authoritarian home as an “ill-fitting environment” (p. 68) for the gifted adolescent. Similarly, Abelman (1991), in his examination of parent communication styles in families of gifted and nonidentified children, found that parents of gifted children engaged in more inductive interactions with their children. That is, they were more likely to display clear and open communication than parents of nonidentified, cognitively average children and parents of children with learning disabilities.…”

“…Although research on the parenting styles of parents of gifted children and adolescents is limited, existing research suggests gifted students’ parents tend to be more authoritative and less authoritarian than parents of students who are not identified as gifted (Abelman, 1991; Cornell & Grossberg, 1987; Dwairy, 2004). In a study of gifted Arab adolescents, Dwairy (2004) found that parents of adolescents participating in a gifted program tended to rate their parents as more authoritative.…”

“…Although research indicates that parents’ behavior toward their children varies according to family race and children’s sex and age, there is also some evidence that parenting behavior varies as a factor of children’s cognitive ability. Indeed, work by Abelman (1991), Cornell and Grossberg (1987), and Dwairy (2004) suggested that gifted children tend to have relationships with parents that are generally positive, indicating that parenting styles in response to these children are more likely to be authoritative (marked by high levels of warmth and demandingness). However, there is no work that examines how children’s cognitive abilities are related to their perceptions of their mothers’ and fathers’ parenting styles and the extent to which these relationships are moderated by race, sex, and age in a sample of gifted students.…”

Distinktivni Profil Porodica Akademski Darovitih Adolescenata

“…Naime, ishodi istraživanja emocionalne povezanosti članova porodice (kohezivnost) i promenljivosti strukture moći, uloga i pravila unutar porodica sa darovitim detetom (adaptabilnost), podrazumevaju ravnomernu zastupljenost rezultata koji svedoče o važnosti ovih karakteristika porodičnog funkcionisanja u razvoju darovitosti (Abelman, 1991;Caplan, Henderson, Henderson, & Fleming, 2002;Cornell & Grossberg, 1987;Karnes & Shwedel, 1987), kao i rezultata koji negiraju posebnu vezu porodične kohezivnosti/adaptabilnosti i darovitosti (Csikszentmihalyi, Rathunde, & Whalen, 1997;Taylor, 1996, prema Schilling, Sparfeldt, & Rost, 2006West, Hosie, & Mathews, 1989). No, čak i da nema "negacijskog" korpusa nalaza i da je kontradiktornost gotovo nepostojeća, ovo područje empirije ne bilo bio lišeno poteškoća u generisanju celovitih odgovora, otuda što nam ne nudi saznanja o optimalnim nivoima porodične kohezivnosti/adaptabilnosti za razvoj darovitosti, koje mnogi teorijski modeli naširoko elaboriraju.…”