ERIC Number: ED410727
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Family Processes, SES, and Family Structure Differentially Affect Academic Self-Concepts and Achievement of Gifted High School Students.
Verna, Marilyn Ann; Campbell, James Reed; Beasley, Mark
A study involving 109 male and 116 female high achieving high school students (ages 16-18) and their parents investigated the causal linkages among home environment, self-concepts, prior ability, and socioeconomic status on mathematics achievement, science achievement, and Scholastic Aptitude Test-Quantitative (SAT-Q) and Verbal scores. Students were from 47 schools, had a mathematics and/or science grade point average of 86 percent and above, and had been placed in a gifted class in their schools. One hundred fifty-three participants were also semi-finalists or finalists in the Westinghouse Talent Search. Results of the study showed that prior ability played a major role in influencing the child's educational achievement; males perceived much more parental pressure than females; boys showed a greater math self-concept than females; boys exceeded girls in scores on the SAT-Q and Verbal score; and socioeconomic status was a major contributing force for family processes and offered a positive connection with prior ability. A key finding indicated that pressure for intellectual development had direct negative effects on self-concepts for both males and for females, while exhibiting positive effects for females' math achievement. An appendix includes a graph showing the links between the different variables. (Contains 22 references.) (Author/CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 1997).