The Influence of the Family Environment on the Development of Talent: A Literature Review

Abstract

This paper reviews the literature on the families of gifted and talented individuals for purposes of determining the importance of several broad areas in the talent development process. These are the structural or demographic characteristics of the family, family climate or family environment, values espoused by parents, and values enacted by parents. Family climate variables are found to distinguish between individuals who evidence creative achievement versus those who evidence academic achievement. While structural and demographic variables may mirror psychological processes within the family that influence the role of gifted children and interaction patterns with family members, success may be the result of numerous forces. Further research linking the values of parents with child-rearing practices and later child outcomes is clearly indicated.

Failure–avoidance: parenting, the achievement environment of the home and strategies for reduction

“…For example, King and Cooley (1995), using the Achievement Orientation Subscale of the Family Environment Scale (Moos & Moos, 1986) found scores on the Achievement Orientation Subscale significantly correlated with impostor fears, suggesting that an emphasis on achievement and on ability proven through competitive effort may be key elements in the genesis and maintenance of impostor fears. This finding accords with growing evidence that parental attitudes and messages about achievement have an important role in influencing children's views about achievement (e.g., Eccles et al, 1993;Marjoribanks, 1988Marjoribanks, , 1996 and on achievement outcome (Kurdek & Sinclair, 1988;Olszewski, Kulieke, & Buescher, 1987;Sonnak & Towell, 2001).…”

Academic talent development in North America and Europe

“…At this stage, parental involvement can be either negative (nagging, restricting freedom of choice, turning an initially pleasurable experience into a constraint) or positive (Olszewski et al 1987;Subotnik et al 2003b). Positive parental involvement can take the form of initial pressure or of support.…”

A study of self‐concept and social support in advantaged and disadvantaged seventh and eighth grade gifted students

“…The development of ability is a complex process involving the interweaving of many factors (e.g., Bloom, 1985;Feldman, 1984;Olszewski, Kulieke, & Buescher, 1987;Tannenbaum, 1983). Of all the possible influences on talent development, the role of parents has been studied the most.…”