Parental expectancies and young gifted children

Creel, Cheryl S.; Karnes, Frances A.

doi:10.1080/02783198809553162

Cited by 13 publications

(6 citation statements)

References 7 publications

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“…Their parents have little education and work as semiskilled laborers or have few educational resources, but they often hold firm beliefs about their children's special abilities and have high expectations in developing their children's abilities (Bloom;Creel & Karnes, 1988;Davis-Kean & Sexton, 2009;Roe, 1953;Schlosser & Yewchuk, 1998). In particular, DavisKean and Sexton found that family income had no influence on parenting practices in Asian American parents.…”

Section: Discussionmentioning

confidence: 98%

Differential Influences of Family Processes for Scientifically Talented Individuals' Academic Achievement Along Developmental Stages

Cho¹,

Campbell²

2010

Roeper Review

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Section: Discussionmentioning

confidence: 98%

Differential Influences of Family Processes for Scientifically Talented Individuals' Academic Achievement Along Developmental Stages

Cho¹,

Campbell²

2010

Roeper Review

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“…Few studies examine parents of gifted children and the focus has been on differences in the environments of gifted versus nongifted children; for example, the amount of time parents spend on school-related activities (Karnes et al, 1984;, parental perceptions of children's use of leisure time (Jonhson & Lewman, 1990), and other child characteristics such as language development (Creel & Karnes, 1988;. There is evidence that differential outcomes for gifted children depend on the family environment (Olszewski, Kulieke, & Buescher, 1987;Winner, 2000), and more authoritarian parenting styles having a negative impact on gifted adolescents' mental health (Dwairy, 2004); however in general measures of the environment of gifted children have not been specific (e.g., Dwairy, 2004).…”

Section: Parenting Gifted and Talented Childrenmentioning

confidence: 99%

Parenting Gifted and Talented Children: Conceptual and Empirical Foundations

Morawska

Sanders

2009

Gifted Child Quarterly

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There is a paucity of research focusing on the needs of gifted children and their families, in particular, there is a lack of empirically supported parenting strategies to help parents in parenting their gifted child. This article provides an overview of the literature on difficulties experienced by parents of gifted and talented children, followed by a description of the development of a parenting program designed specifically for this population. Qualitative data from a survey of parents of gifted and talented children are presented to identify key themes for supporting and assisting parents. Gifted and Talented Triple P is a customized version of Triple P-Positive Parenting Program, consisting of nine sessions, specifically tailored for the needs of parents of gifted and talented children. The program is described and the clinical implications and future research directions in assisting parents in parenting their gifted and talented child are discussed.Putting the Research to Use: The results of this study provide some key insights into the specific aspects of raising a gifted and talented child which parents struggle with, and the sorts of information they would like to receive to assist them in their role. The findings have led to the development and tailoring of a parenting intervention for parents of gifted and talented children, and have the potential to inform further research to support parents.Giftedness is defined as the possession and use of untrained and spontaneously natural abilities in at least one ability domain, whereas talent is defined as the superior mastery of systematically developed abilities or skills and knowledge in at least one field of human activity to a degree that places the child in the top 15% of individuals (Gagne, 1991).There are three areas where information in the research literature about parenting of gifted children is lacking:1. Gifted children are vulnerable to the development of emotional and behavioral problems; however, there is little evidence available as to the nature of this vulnerability as well as the factors contributing to it.

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“…have revealed that high-IQ individuals come from intact and happy families with moderate levels of stress (Olszewski-Kubilius). In these families, it is noteworthy that parents often hold beliefs and expectations regarding their children's special abilities and characteristics, such as early verbal expression and unusual curiosity, and also regarding the need to develop their children's abilities (Creel & Karnes, 1988). These parents, who value the aspiration to high achievement, independent thought and expression, and engagement in cultural and intellectual pursuits, serve as good models for children (Olszewski, Kulieke, & Buescher, 1987).…”

Section: P U T T I N G T H E R E S E a R C H T O U S Ementioning

confidence: 99%

Family Environment and Talent Development of Chinese Gifted Students in Hong Kong

Chan

2005

Gifted Child Quarterly

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This study assessed the self-perceptions of 432 gifted students regarding their family environments and their talent areas. Family environmental variables included parental expectations to achieve, parents’ encouragement to be independent, and family cohesion. Talent areas included academic skills, creativity, and leadership. The conjectures that academic achievement could be enhanced by parental expectations, as well as family cohesion, and that creativity could be enhanced by encouragement to be independent were not fully supported by the regression analyses. However, family environmental variables did predict students’ perceived talent areas, especially in leadership, and family cohesion was the consistent significant predictor. Implications of the findings are discussed with reference to cross-cultural research, but caution needs to be exercised in the interpretation of these results, as data were collected only on student perceptions.

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Parental expectancies and young gifted children

Cited by 13 publications

References 7 publications

Differential Influences of Family Processes for Scientifically Talented Individuals' Academic Achievement Along Developmental Stages

Differential Influences of Family Processes for Scientifically Talented Individuals' Academic Achievement Along Developmental Stages

Parenting Gifted and Talented Children: Conceptual and Empirical Foundations

Family Environment and Talent Development of Chinese Gifted Students in Hong Kong

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