Literaturnachweis - Detailanzeige
| Autor/inn/en | Albert, Robert S.; Runco, Mark A. |
|---|---|
| Titel | Educational and Family Perceptions of Exceptionally Gifted and Gifted Preadolescent Boys. |
| Quelle | (1987), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Career Awareness; Family Relationship; Gifted; Intelligence Differences; Intermediate Grades; Males; Mathematics; Peer Relationship; Personality Traits; Preadolescents; School Attitudes; Sciences; Self Evaluation (Individuals); Student Attitudes |
| Abstract | The study examined the perceptions of two gifted samples (n=54) and a nongifted control group (n=130) of preadolescent boys (ages 12-13) regarding their school and peer experiences, intrafamily roles, discipline and identification models, and career choices. Results of a 62-item questionnaire indicated that the group identified as having exceptionally high intelligence quotient (IQ) scores (above 150) considered a wider range of careers and perceived their families as warmer and more closely knit than did boys in the sample identified as exceptionally gifted in math/science (based on standardized measures of mathematical and science aptitude scores). Subjects in the sample identified as gifted in math/science had a more positive and academic view of school. Exceptionally gifted subjects' views of school were significantly correlated with their cognitive scores but unrelated to their creative scores. Results suggested that preadolescent boys' reported school and family experiences differed according to type of cognitive giftedness as well as whether or not they were cognitively gifted. Family and psycho-educational implications are discussed. (Author/JW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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