Data of item responses to the Impossible Figures Task (IFT) from 492 Chinese primary, secondary, and university students were analyzed using the dichotomous Rasch measurement model. Item difficulty estimates and person ability estimates located on the same logit scale revealed that the pooled sample of Chinese students, who were relatively highly…

This study investigated the dimensionality and typology of perfectionism based on the Frost Multidimensional Perfectionism Scale with a sample of 380 Chinese gifted students in Hong Kong. Confirmatory factor analyses supported a five-dimensional model that includes constructs of personal standards, parental expectations, parental criticism,…

Two drawings based on tasks originally used in Clark's Drawing Abilities Test from each of 297 Chinese students were first evaluated independently by two Chinese visual artists as below average, average, and above average in drawing abilities. Based on these judges' verbalization to make explicit their implicit criteria for judgments, a set of…

This study examined the self-perceived intelligences (multiple intelligences, emotional intelligence, and successful intelligence) of 498 Chinese gifted students in Hong Kong. Based on the associations among perceived intelligence scores, three dimensions could be distinguished to describe giftedness and could be interpreted as global giftedness,…

This study examined the structure of perceived multiple intelligences of 1,464 Chinese gifted students using the Student Multiple Intelligences Profile. To evaluate whether perceived multiple intelligences could be applied adequately across boys and girls, a model hypothesizing different degrees of equivalence across the two gender groups was…

This study assessed the self-perceptions of 432 gifted students regarding their family environments and their talent areas. Family environmental variables included parental expectations to achieve, parents' encouragement to be independent, and family cohesion. Talent areas included academic skills, creativity, and leadership. The conjectures that…

This study explored the relationships between social coping and psychological distress in a sample of Chinese students in Hong Kong. These students, nominated by their schools to join university gifted programs, were assessed with respect to their nonverbal IQ (nonverbal reasoning) social coping strategies in response to being gifted, and…

This paper describes the Hong Kong development of the Student Adjustment Problems Inventory, a 32-item measure that identifies problems of gifted secondary students in six domains: relationship/ability concerns, unchallenging schoolwork, intense involvement, concerns about being different, parental expectations, and perfectionism. Students'…

The learning activities and styles of 398 gifted and nongifted Hong Kong Chinese secondary students were assessed using the Chinese version of the Learning Styles Inventory. Gifted students indicated significantly greater preferences for learning styles related to interpersonal verbal exchanges and autonomous learning than typical students.…

The leadership characteristics of 163 gifted Chinese secondary students in Hong Kong were assessed with the use of the Roets Rating Scale for Leadership (RRSL). Higher self-ratings were found for characteristics related to aspiring to leadership and achievement, openness to novel experiences and different perspectives, and high energy level than…