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

Cho, Seokhee; Campbell, James Reed

doi:10.1080/02783193.2011.530205

Cited by 16 publications

(13 citation statements)

References 32 publications

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“…In addition, Wu and Chen (2001) observed that the families of the physics and chemistry Olympians were generally of high socio-economic status, and the children were provided with intellectual resources. A study of Korean students by Cho and Campbell (2010) found that, in comparison to the parents of typically developing students, the parents of scientifically gifted students continued to have strong supportive interactions with their children and offered intellectual resources throughout their school education. Moreover, parental involvement had the strongest influence on gifted students' science achievement during high school (Cho & Campbell, 2010).…”

Section: Talent Developmentmentioning

confidence: 99%

“…A study of Korean students by Cho and Campbell (2010) found that, in comparison to the parents of typically developing students, the parents of scientifically gifted students continued to have strong supportive interactions with their children and offered intellectual resources throughout their school education. Moreover, parental involvement had the strongest influence on gifted students' science achievement during high school (Cho & Campbell, 2010). Regarding STEM in general, Almarode et al (2018) indicated that a parent's career in a STEM field was associated with their child's early interest in STEM subjects and later influenced their completion of a STEM degree.…”

Section: Talent Developmentmentioning

confidence: 99%

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Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students

Makkonen

Lavonen

Tirri

2022

Journal of Advanced Academics

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This qualitative study examined factors that gifted Finnish upper secondary school physics students ( N = 24) identified as helping or hindering their talent development in physics. In-depth interviews captured students’ descriptions of critical incidents regarding their physics talent development at home, school, and in leisure time. The results show that most of the critical experiences the students identified were related to fostering talent development. Parental physics-specific support, motivated and gifted peers, digital and traditional physics-related media, certain teacher characteristics, and some instruction- and curriculum-based opportunities were among the factors the students considered supportive. The results also reveal several factors relating to family, school, and leisure time that hinder talent development. Moreover, the analysis highlights the students’ low interest in physics competitions. The findings can be used by administrators, teachers, and parents to identify the opportunities that best support the talent development of gifted physics students.

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Section: Talent Developmentmentioning

confidence: 99%

Section: Talent Developmentmentioning

confidence: 99%

Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students

Makkonen

Lavonen

Tirri

2022

Journal of Advanced Academics

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“…Parental involvement may include providing children with supplemental learning resources, overseeing homework, attending school‐related events, and volunteering in the classroom. Parental involvement is generally viewed as a positive influence on students' academic motivation (Pomerantz, Grolnick, & Price, 2005) and achievement (Cho & Campbell, 2011). These researchers note, however, that at times parental involvement can hinder academic motivation and achievement, for example, if such involvement leads to increased conflict within the family.…”

Section: Academic Motivation: An Sdt Perspectivementioning

confidence: 99%

Parents' role in the academic motivation of students with gifts and talents

Garn

Matthews

Jolly

2012

Psychology in the Schools

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Parents play a key role in developing their children's academic motivation, and parents of children with gifts and talents also may face additional parenting challenges that are less commonly faced by parents of average-ability learners whose needs are more readily met in the school setting. School psychologists may be charged with addressing these issues, despite having little or no training on the needs of families of high-ability learners. We use the lens provided by the self-determination theory of motivation to consider how social-environmental climates created by parents can promote or impede the academic motivation of students with gifts and talents. C

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“…Albert [17] determined that those with outstanding achievements in science come from families with well-adjusted, easy-going, and compromising members. Cho and Campbell [18] showed that the gifted in science are more often and more strongly influenced by family processes at an early age and that their families continue to support and assist them also during high school.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Academic Involvement and School Climate as Perceived by Gifted Students in Terms of Talent, Creativity, and Motivation in Science

Akkanat¹,

Gökdere²

2018

ujer

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When drawing up the educational conditions offered to gifted students, it is important to be aware of their characteristics and to reveal the variables affecting their learning processes. Even though there are institutions in many countries that provide services for gifted individuals, there are relatively few studies on how students assess the climate in these institutions and how the institutional climate influences the learning process. Therefore, we investigated the influence of motivation, talent, and creativity levels of students attending Science and Arts Centers, an educational institution in Turkey for gifted students, regarding science classes, the role of academic involvement and parent and teacher support, and the school climate as perceived by students. In this context, 997 gifted students selected through stratified sampling provided the data for the study. When parental and teacher support and school climate perceived by gifted students are considered together, this significantly predicts the students' motivation toward science, their levels of scientific creativity, and science talents. The findings of this study were examined considering the current literature, and the limitations of the study and suggestions for future research are presented.

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

Cited by 16 publications

References 32 publications

Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students

Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students

Parents' role in the academic motivation of students with gifts and talents

The Effect of Academic Involvement and School Climate as Perceived by Gifted Students in Terms of Talent, Creativity, and Motivation in Science

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