Gifted Chinese girls get the best mix of family processes to bolster their math achievement |
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| Institution: | 2. St. John''s University, Jamaica, NY 11439, U.S.A.;3. Institute for Elementary School Teachers'' Inservice Education, 30 Sec. 1 Ta Kwan Rd, Pan-chao City, Taiwan, R.O.C.;1. Department of Cardiology, Quebec Heart and Lung Institute, Laval University, Quebec City, Quebec, Canada;2. Department of Cardiac Surgery, Quebec Heart and Lung Institute, Laval University, Quebec City, Quebec, Canada;1. Chemistry Department, Faculty of Science, King Abdulaziz University, P.O. Box 80203, Jeddah 21589, Saudi Arabia;2. Department of Energy Systems Engineering, Faculty of Engineering and Architectures, Sinop University, 57000 Sinop, Turkey;3. Centre of Excellence for Advanced Materials Research (CEAMR), King Abdulaziz University, P.O. Box 80203, Jeddah 21589, Saudi Arabia;4. Scientific and Technological Research Application and Research Center, Sinop University, 57010 Sinop, Turkey;1. Department of Psychology, Faculty of Arts, Alberta Children''s Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada;2. Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada;3. Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada;4. Department of Epidemiology, Biostatistics and Occupational Health, Faculty of Medicine, McGill University, Montreal, QC, Canada;1. Unité de périnatalité, service de psychopathologie de l’enfant et de l’adolescent, CHU Amiens-Picardie, Amiens, France;2. Inserm, Unit U1105, GRAMFC, université Picardie Jules-Verne, Amiens, France;1. University of Basel, Department of Psychology, Division of Clinical Psychology and Intervention Science, Missionsstrasse 62A, CH-4055 Basel, Switzerland;2. Technische Universität Dresden, Department of Psychology, Institute for Clinical Psychology and Psychotherapy, Chemnitzer Straße 46, 01187 Dresden, Germany;3. German Rheumatism Research Centre Berlin, Leibniz Institute, Epidemiology Unit, Charitéplatz 1, 10117 Berlin, Germany;4. Charité Universitätsmedizin Berlin; Institute for Social Medicine, Epidemiology and Health Economics, Luisenstraße 57, 10117 Berlin, Germany;5. Institute of Positive Psychology and Education, Australian Catholic University, 25A Barker Road, Strathfield NSW 2135, Australia;6. Chapman University, 1 University Dr, Orange, CA 92866, USA;7. Private Practice, In der Wüste 18, 7462 Olpe, Germany |
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| Abstract: | This chapter describes three studies with samples of 5th- and 6th-grade students (781 gifted and 895 nongifted) enrolled in elementary schools in Taipei, Taiwan. Two of the studies analyzed the effects of SES, family structure variables, family processes, math self-concept, and prior ability on children's math achievement; the third concerned a qualitative study of 95 gifted children and their parents. The results of these studies show tha SES variables influence family processes in a number of important ways. Better educated families administer less pressure and more support, and both processes contribute to children's achievement. Another important findings is that Chinese traditions moderate the parents use of specific family processes. Girls enrolled in typical classes perceive less parental pressure, less support, less help, and less intellectual resources. In a sense, these girls are academically neglected, but this does not hurt their math achievement because they do not perceive as much dysfunctional pressure and help from their parents. Gifted girls get the best mix of parental influences and academic opportunities. |
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