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Showing all 5 results
Direct linkChan, David W. – High Ability Studies, 2008
This study examined four goal orientations and their relationships to achievement among 1041 Chinese gifted students in Hong Kong. These students endorsed learning and social goals over performance-approach and performance-avoidance goals. The endorsement of learning goals emerged consistently as the significant predictor predicting achievement in…
Descriptors: Academically Gifted, Goal Orientation, Foreign Countries, Academic Achievement
Chan, David W. – High Ability Studies, 2008
Ninety university undergraduate students were tested on a number of tasks assessing their recognition of possible and impossible figures, mental rotation, ideational fluency, and self-report artistic and creative characteristics. Scores on the Impossible Figures Task (IFT-14) and the Mental Rotation Test, and self-ratings on the Artistic…
Descriptors: Undergraduate Students, Visual Arts, Gifted, Rating Scales
Chan, David W. – High Ability Studies, 2007
This study examined the relationships between components of leadership giftedness and multiple intelligences among 510 Chinese gifted students in Hong Kong. These students perceived their strengths in intrapersonal, interpersonal and verbal-linguistic intelligences, and their weaknesses in bodily-kinesthetic and naturalist intelligences. They also…
Descriptors: Multiple Intelligences, Academically Gifted, Self Efficacy, Leadership Training
Chan, David W. – High Ability Studies, 2005
The relationships among emotional intelligence, social coping, and psychological distress were investigated in a sample of 624 Chinese gifted students in Hong Kong. A mediation-effect model specifying that emotional intelligence had an effect on psychological distress mediated by social coping was hypothesized and tested using structural equation…
Descriptors: Foreign Countries, Structural Equation Models, Emotional Intelligence, Academically Gifted
Peer reviewedChan, David W. – High Ability Studies, 2003
A study involving 639 Chinese gifted students (grades 4-12) found that intense emotional involvement, perfectionism, unchallenging schoolwork, multipotentiality, and parental expectations were relatively common adjustment problems. Poor interpersonal relationships were not. Results also indicated that conventional intelligence increased…
Descriptors: Elementary Secondary Education, Emotional Adjustment, Emotional Problems, Foreign Countries
