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ERIC Number: ED419025
Record Type: RIE
Publication Date: 1998-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Differential Effects of Family Processes and SES on Academic Self-Concepts and Achievement of Gifted Asian American and Gifted Caucasian High School Students.
Verna, Marilyn Ann; Campbell, James Reed
The focus of this study was to determine the causal linkages among home environment, self-concepts, prior ability, and socioeconomic status on mathematics achievement and science achievement of gifted students. The Walberg Productivity Model (H. Walberg, 1984) served as a basis for analyzing the interconnections among the family processes. Campbell's Differential Socialization Paradigm (J. R. Campbell, 1994) was the theoretical framework used to analyze the ethnic differences. The study was conducted with high achieving high school students (106 Asian and 107 Caucasian) and their parents (357) from New York City and Nassau and Suffolk Counties in New York. Partial Least Squares Path results showed that prior ability played a major role in influencing the child's educational achievement. A key finding was that press for intellectual development had direct negative effects on prior ability for Asian students. (Contains 1 table, 4 figures, and 34 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Academic Self Concept; New York
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).