Family environment and talent development of Chinese gifted students in Hong Kong

Gifted Child Quarterly

Volumn 49, Issue 3, 2005, Pages 211-221

  Chan, David W ^a  

^a CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23444441809     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/001698620504900303     Document Type: Article

References (49)

1. Albert, R. S. (1978). Observation and suggestions regarding giftedness, familial influence, and the achievement of eminence. Gifted Child Quarterly, 28, 201-211.
2. Albert, R. S. (1980). Family positions and the attainment of eminence: A study of special family positions and special family experiences. Gifted Child Quarterly, 24, 87-95.
3. Albert, R. S. (Ed.). (1992). Genius and eminence (2nd ed.). New York: Pergamon Press.
4. Albert, R. S. (1994). The achievement of eminence: A longitudinal study of exceptionally gifted boys and their families. In R. F. Subotnik & K. D. Arnold (Eds.), Beyond Terman: Contemporary longitudinal studies of giftedness and talent (pp. 282-315). Norwood, NJ: Ablex.
5. Arnold, K. D. (1995). Lives of promise: What becomes of high school valedictorians. San Francisco: Jossey-Bass.
6. Bentler, P. (1989). Comparative fit indices. Psychological Bulletin, 107, 238-246.
7. Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine Books.
8. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
9. Chan, D. W. (2000a). "Education for the gifted" and "talent development": What gifted education can offer education reform in Hong Kong. Education Journal, 28(2), 1-13.
10. Chan, D. W. (2000b). Exploring identification procedures of gifted students by teacher ratings, parent ratings and student self-reports in Hong Kong. High Ability Studies, 11, 69-82.
11. Chan, D. W. (2000c). Vision, task, and hope: The Hong Kong education reform movement in the 21st century. Educational Research Journal, 15, 1-8.
12. Chan, D. W. (2003a). Adjustment problems and multiple intelligences among gifted students in Hong Kong: The development of the revised Student Adjustment Problems Inventory. High Ability Studies, 14, 41-54.
13. Chan, D. W. (2003b). Assessing adjustment problems of gifted students in Hong Kong: The development of the Student Adjustment Problems Inventory. Gifted Child Quarterly, 47, 107-117.
14. Cox, C. M. (1926). The early mental traits of three hundred geniuses. Genetic studies of geniuses: Vol. 2. Stanford, CA: Stanford University Press.
15. Creel, C., & Karnes, F. A. (1988). Parental expectancies and young gifted children. Roeper Review, 11, 48-50.
16. Csikszentmihalyi, M., & Beattie, O. (1979). Life themes: A theoretical and empirical exploration of their origins and effects. Journal of Humanistic Psychology, 19, 45-63.
17. Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5th ed.). Boston: Allyn and Bacon.
18. Feldman, D. H. (1994). Creativity: Dreams, insights, and transformations. In D. H. Feldman, M. Csikszentmihalyi, & H. Gardner (Eds.), Changing the world: A framework for the study of creativity (pp. 85-102). Westport, CT: Praeger.
19. Gardner, H. (1994). The fruits of asynchrony: A psychological examination of creativity. In D. H. Feldman, M. Csikszentmihalyi, & H. Gardner (Eds.), Changing the world: A framework for the study of creativity (pp. 47-68). Westport, CT: Praeger.
20. Goertzel, M. G., Goertzel, V., & Goertzel, T. G. (1978). 300 eminent personalities. San Francisco: Jossey-Bass.
21. Harrington, D. M., Block, J. H., & Block, J. (1987). Testing aspects of Carl Roger's theory of creative environments: Child-rearing antecedents of creative potential in young adolescents. Journal of Personality and Social Psychology, 52, 851-856.
22. Hau, K. T., & Salili, F. (1996). Achievement goals and causal attributions of Chinese students. In S. Lau (Ed.), Growing up the Chinese way (pp. 121-145). Hong Kong: The Chinese University Press.
23. Hong Kong Education Commission. (1990). Education Commission Report No. 4. Hong Kong: Hong Kong Government.
24. Hong Kong Education Department. (1986). Hong Kong supplement to guide to the Standard Progressive Matrices. Hong Kong: Hong Kong Government.
25. Hong Kong Education Department. (2000). Gifted education in Hong Kong. Hong Kong: Special Educational Needs Section, Curriculum Development Institute.
26. Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: User's reference guide. Chicago: Scientific Software.
27. Karnes, M., Shwedel, A., & Steinberg, D. (1984). Styles of parenting among parents of young gifted children. Roeper Review, 6, 232-235.
28. Klein, P. S., & Tannenbaum, A. (Eds.). (1992). To be young and gifted. Norwood, NJ: Ablex.
29. Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430.
30. Ochse, R. (1993). Before the gates of excellence: The determinants of creative genius. Cambridge, England: Cambridge University Press.
31. Olson, D. H., Portner, J., & Lavee, Y. (1985). Family adaptability and cohesion evaluation scale (FACES III). St. Paul: Family Social Science, University of Minnesota.
32. Olszewski, P., Kulieke, M. J., & Buescher, T. (1987). The influence of the family environment on the development of talent: A literature review. Journal for the Education of the Gifted, 11, 6-28.
33. Olszewski-Kubilius, P. (2000). The transition from childhood giftedness to adult creative productiveness: Psychological characteristics and social supports. Roeper Review, 23, 65-71.
34. Piirto, J. (1998). Understanding those who create (2nd ed.). Scottsdale, AZ: Gifted Psychology Press.
35. Piirto, J. (1999). Talented children and adults: Their development and education (2nd ed.). New York: Macmillan.
36. Psychological Corporation. (1981). Hong Kong Wechsler Intelligence Scale for Children manual. New York: Author.
37. Radford, J. (1990). Child prodigies and exceptional early achievers. New York: Free Press.
38. Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven's Progressive Matrices and vocabulary scale. Oxford, England: Oxford Psychologists Press.
39. Rhodes, C. (1997). Growth from deficiency creativity to being creativity. In M. A. Runco & R. Richards (Eds.), Eminent creativity, everyday creativity and health (pp. 247-263). Greenwich, CT: Ablex.
40. Roe, A. (1953). The making of a scientist. New York: Dodd, Mead.
41. Simonton, D. K. (1994). Greatness: Who makes history and why. New York: Guilford.
42. Smutny, J. F. (Ed.) (1998). The young gifted child: Potential and promise - an anthology. Creskill, NJ: Hampton Press.
43. Stevenson, H. W., & Lee, S. (1996). The academic achievement of Chinese students. In M. H. Bond (Ed.), The handbook of Chinese psychology (pp. 124-142). Hong Kong: Oxford University Press.
44. Subotnik, R. F., & Olszewski-Kubilius, P. (1997). Restructuring special programs to reflect the distinctions between children's and adults' experiences with giftedness. Peabody Journal of Education, 73, 101-169.
45. Subotnik, R. F., Ohzewski-Kubilius, P., & Arnold, K. D. (2003). Beyond Bloom: Revisiting environmental factors that enhance or impede talent development. In J. H. Borland (Ed.), Rethinking gifted education (pp. 227-238). New York: Teachers College Press.
46. Wagner, R., & Sternberg, R. J. (1986). Tacit knowledge and intelligence in the everyday world. In R. Sternberg & R. Wagner (Eds.), Practical intelligence: Nature and origins of com petence in the everyday world (pp. 51-83). New York: Cambridge University Press.
47. West, S. S. (1960). Sibling configuration of scientists. American Journal of Sociology, 66, 268-271.
48. Wu, D. Y. H. (1996). Chinese childhood socialization. In M. Bond (Ed.), The handbook of Chinese psychology (pp. 143-154), Hong Kong: Oxford University Press.
49. Zuckerman, H. (1977). The scientific elite. New York: Free Press.