Implications of the olympiad studies for the development of mathematical talent in schools

Subotnik, Rena F.; Miserandino, Anthony; Olszewski‐Kubilius, Paula

doi:10.1016/s0883-0355(97)86733-x

Cited by 18 publications

(16 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Parents of scientifically talented students were found to maintain significant interactions and continue providing intellectual resources and their fathers persist in their involvement even when their children are in high school. These findings are consistent with the longitudinal studies on talented people by Bloom (1985), Jarvin and Subotnik Downloaded by [Simon Fraser University] at 19:17 18 November 2014, and Subotnik, Miserandino, and Olszewski-Kubilius (1996), who claimed that as talented children participate in more rigorous competitions with a higher possibility of failure, parents need to bolster their children's confidence, knowledge, and skills. However, they did not report quantitative data on family processes.…”

Section: Discussionsupporting

confidence: 88%

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

Cho¹,

Campbell²

2010

Roeper Review

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 88%

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

Cho¹,

Campbell²

2010

Roeper Review

View full text Add to dashboard Cite

“…Adolescence is a transitional period when positive peer relations become particularly important. During this phase, adolescents are becoming less dependent on their first and primary source of support-parents-and are beginning to rely increasingly on peers for validation and emotional support (Subotnik, Miserandino, & Olszewski-Kubilius, 1996). A student's sense of whether or not he or she is an important part of a class has a great deal of influence on his or her motivation to learn (Anderman, 1999;Goodenow, 1993;Nelson & DeBacker, 2008) and, consequently, might affect academic selfconcept.…”

Section: Sources Of Supportmentioning

confidence: 99%

Perceived Social Support and the Self-Concepts of Gifted Adolescents

Rinn

Reynolds

McQueen

2011

Journal for the Education of the Gifted

View full text Add to dashboard Cite

As such, these special individuals may require greater levels, or different types, of guidance and assistance in order to fulfill their academic and vocational potential. Utilizing social support systems may help gifted adolescents cope with the diverse demands they face. Social support refers to general support and/or specific supportive behaviors from others that enhance an individual's functioning and/or buffer him or her from adverse circumstances (Malecki & Demaray, 2003). Social support systems may include people such as friends, family, and peers, as well as individuals in specific institutions (e.g., schools, athletic organizations).The limited research on social support and the gifted indicates a potential connection between systems of social support and levels of adolescents' self-concepts (VanTassel-Baska & Olszewski-Kubilius, 1994), which may play a role in the academic and socioemotional development of gifted individuals. However, a review of the literature revealed the subject of social support systems and their relationships with self-concept has received little attention. Although numerous studies have investigated proposed structures of social support (e.g.

show abstract

“…Specifically, Lubinski et al found that, compared to other gifted students, graduate students who were admitted to the top math/science graduate institutions in the U.S. had participated more frequently in math/science competitions and math/science activities before college. Subotnik, Miserandino, and Olszewski-Kubilius (1996) found that participation in mathematical Olympiad competitions provided gifted and talented students with opportunities to meet with, compete against, and compare themselves to other talented peers, thereby giving them social support and a more realistic picture of their abilities.…”

Section: Effects Of Extracurricular and Outside-of-school Programs On Studentsmentioning

confidence: 99%

The Role of Participation in In-School and Outside-of-School Activities in the Talent Development of Gifted Students

Olszewski‐Kubilius¹,

Lee²

2004

Journal of Secondary Gifted Education

Self Cite

View full text Add to dashboard Cite

Based on survey responses from 230 students enrolled in a summer gifted program at a university, this study gives a description of gifted students’ participation in extracurricular activities in and outside of school. Findings show that gifted students were more involved in competitions, clubs, or other extracurricular activities in mathematics than in other subject areas and were the least involved in computer science activities. Sports were the most frequent extracurricular and outside-of-school activities, as well as playing and working with computers. The data reveal some gender-stereotypical tendencies regarding participation in and outside-of-school activities and gender-typical patterns of support from parents. Grade and course differences were also found. Contributions this study makes to the existing literature are to assess the consonance of children's participation in outside-of-school and extracurricular activities with their talent area and to document empirically parental involvement and independent home study for gifted adolescents.

show abstract

Implications of the olympiad studies for the development of mathematical talent in schools

Cited by 18 publications

References 32 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

Perceived Social Support and the Self-Concepts of Gifted Adolescents

The Role of Participation in In-School and Outside-of-School Activities in the Talent Development of Gifted Students

Contact Info

Product

Resources

About