The Direct and Indirect Effects of Environmental Factors on Nurturing Intellectual Giftedness

Autor/inn/en	Al-Shabatat, Ahmad Mohammad; Abbas, Merza; Ismail, Hairul Nizam
Titel	The Direct and Indirect Effects of Environmental Factors on Nurturing Intellectual Giftedness
Quelle	In: International Journal of Special Education, 26 (2011) 2, S.18-28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Intelligence; Test Items; Academically Gifted; Artificial Languages; Pattern Recognition; Foreign Countries; Environmental Influences; Problem Solving; Logical Thinking; Thinking Skills; Questionnaires; College Students; Malaysia; Cattell Culture Fair Intelligence Test + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Test content; Testaufgabe; Mustererkennung; Ausland; Environmental influence; Umwelteinfluss; Problemlösen; Denkfähigkeit; Fragebogen; Collegestudent
Abstract	Many people believe that environmental factors promote giftedness and invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on fluid intelligence and extends to more specific abilities through the growth and inputs from the environment. Acknowledging the roles played by the environment in the development of giftedness leads to an effective nurturing of gifted individuals. Further, giftedness requires a context that enables it to develop. However, no study has investigated the direct and indirect effects of environment and fluid intelligence on intellectual giftedness. Thus, this study investigated the contribution of environment factors to giftedness development by conducting tests of fluid intelligence using CCFT and analytical abilities using culture reduced test items covering problem solving, pattern recognition, audio-logic, audio-matrices, and artificial language, and self report questionnaire for the environmental factors. A number of 180 high-scoring students were selected using CCFT from a leading university in Malaysia. Structural equation modelling was employed using Amos V.16 to determine the direct and indirect effects of environment factors (family, peers, teachers, school, society, and resources) on the intellectual giftedness. The findings showed that the hypothesized model fitted the data, supporting the model postulates and showed significant and strong direct and indirect effects of the environment and fluid intelligence on the intellectual giftedness. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10