The relationship between family interaction patterns and level of achievement among academically gifted children

dc.contributor.advisorAmerikaner, Martin J.
dc.contributor.committeeMemberMorrow, James R., Jr.
dc.contributor.committeeMemberWeinstein, Joshua
dc.contributor.committeeMemberStone, Brenda G.
dc.creatorZuccone, Carol Ferree Lester
dc.description.abstractUnderachievement among gifted children has been related to parental attitudes, child rearing practices, independence training, and degree of congruence between parental perceptions of the child and the child's self esteem (Shaw, 1978; Whitmore, 1980). Studies of family factors that relate to underachievement among gifted children have addressed SES, parental expectations and values, sibling interactions, family size and birth order (Ziv, 1977) . Few investigators have explored the extent to which family interaction characteristics may influence the development of intellectual skills (Pulvino & Lupton, 1978). This investigation measured the extent to which perceived family cohesion and adaptability, family satisfaction, and communication between parent and adolescent child associate with level of achievement among gifted students,and a control group of regular students [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectGifted children--Family relationships
dc.subjectGifted children--Psychology
dc.titleThe relationship between family interaction patterns and level of achievement among academically gifted children
dc.type.genreThesis of Education, College of of Houston of Philosophy


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