ABSTRACT
To study the self-perceptions of leadership held by intellectually gifted elementary students in Grades 4 through 6 the Leadership Strengths Indicator was administered to 21 girls and 13 boys. Significant differences favoring the girls were found on two of the cluster scales (V, Sympathetic and VII, Conscientious) and the total score.
Subject(s)
Child, Gifted , Leadership , Perception , Child , Child Development , Female , Humans , Male , Sex FactorsABSTRACT
The Leadership Strengths Indicator was administered to 42 boys and 47 girls, ranging in age from 10 to 15 years, who were identified as disadvantaged by their qualifications for the free or reduced lunch fee. The students' scores fell within the normal range of scores. A significant difference was found on Cluster scale III, High Level Participator in Group Activities, favoring the boys. Slight nonsignificant differences were found between the scores on Clusters I, Enjoys Group Activities, IV, Journalistic, and VI, Courageous.
Subject(s)
Leadership , Personality Development , Personality Inventory/statistics & numerical data , Poverty/psychology , Psychosocial Deprivation , Adolescent , Black or African American/psychology , Child , Female , Humans , Male , Mississippi , Psychometrics , White People/psychologyABSTRACT
A replication of a study of the persons who most impressed gifted youth was conducted with 95 students enrolled in a summer residential program for the gifted. Students were asked to indicate the person who most impressed them and to include the reason(s) for choosing that person. The most frequently chosen category of individuals was family members (61.1%), then a tie between persons in the world of arts and culture and persons doing a specific job (8.4%), another tie between comrades and sports stars (6.3%), followed by political or historical figures (4.2%), themselves (3.2%), and moral and religious personalities (2.1%). Consistent with the 1982 study by Karnes and Lee, most impressive to these students were family members and least impressive moral and religious personalities.
Subject(s)
Aspirations, Psychological , Child, Gifted/psychology , Interpersonal Relations , Adolescent , Child , Family/psychology , Female , Humans , Male , Motivation , Social ValuesABSTRACT
A study of the correlations between scores on the Matrix Analogies Test--Short Form and the WISC--R was conducted with 39 students enrolled in a Saturday program for the intellectually gifted. The Matrix Analogies Test was group-administered and WISC--R scores were obtained from records required for entry into the program. A significant Pearson r of .52 was found between the Matrix Analogies scores and the Performance IQs of the WISC--R; other correlations were not significant.
Subject(s)
Child, Gifted/psychology , Intelligence Tests/statistics & numerical data , Wechsler Scales/statistics & numerical data , Child , Female , Humans , Male , Problem Solving , Psychometrics , Reproducibility of ResultsABSTRACT
The Parent Leadership Style instrument was completed by 99 students enrolled in a leadership program and also by 129 of their parents. Data were analyzed and reported according to predominant leadership style (Telling, Selling, Participating, and/or Delegating) and effectiveness of leadership. A comparison was made between the parents' self-perceptions and how their children as student leaders perceived their parents. Some suggestions for parents are made relative to the development of leadership skills in students.
Subject(s)
Leadership , Parents/psychology , Personality Development , Self Concept , Adolescent , Adult , Child , Female , Humans , Male , StereotypingABSTRACT
The locus of control as measured by the Nowicki-Strickland Locus of Control Scale was investigated for 68 rural, southern elementary gifted students, ages 8 to 14 years. The scores became more internal with older ages, and the girls (n = 34) tended to have more internal locus of control across grades.
Subject(s)
Child, Gifted/psychology , Internal-External Control , Rural Population , Adolescent , Child , Female , Humans , Male , Personality InventoryABSTRACT
Self-control was studied for 34 boys and 34 girls who ranged in age from 8 to 14 years and resided in a rural southern area. Boys tended to rate themselves higher than did the girls.
Subject(s)
Child, Gifted/psychology , Internal-External Control , Personality Development , Self Concept , Child , Female , Humans , Intelligence , Male , Personality AssessmentABSTRACT
The self-actualization of 74 intellectually gifted youth in Grades 4 through 8 was studied through the administration and data analysis of Reflections of Self by Youth. Scores for boys and girls were similar and more like those of bright youth of a prior study than like those of the subjects of normal intelligence.
Subject(s)
Child, Gifted/psychology , Personality Development , Self Concept , Adolescent , Child , Female , Humans , Male , Personality TestsABSTRACT
Test-retest stability of the WISC-R Verbal, Performance, and Full Scale IQs among 46 gifted students showed no statistically significant difference between the means. Groupings included all students, 24 boys and 22 girls, age at initial testing, and grade at initial testing. The test-retest intervals ranged from 1 to 2 yr.
Subject(s)
Child, Gifted/psychology , Intelligence , Wechsler Scales , Child , Female , Humans , Male , PsychometricsABSTRACT
The correlations among the subscales on the High School Personality Questionnaire and the Leadership Skills Inventory, estimated for 95 student leaders, were numerous, significant, and positive but of small magnitude. Several significant differences were found between boys and girls.
Subject(s)
Leadership , Personality Development , Personality Inventory , Adolescent , Female , Humans , Male , PsychometricsABSTRACT
There is a paucity of research on the social skills of student leaders, although studies have been conducted on other groups of students and adults. In this study, the Social Performance Survey Schedule was administered to 114 student leaders in Grades 6 to 11. Consistent with previous research applying the survey on diverse populations, girls engaged in more positive social behaviors, fewer negative behaviors, and had higher over-all performance than boys. Suggestions for those who may have contact with such students were made.
Subject(s)
Leadership , Personality Development , Personality Tests , Social Behavior , Adolescent , Child , Female , Humans , Male , PsychometricsABSTRACT
The focus of this article is on a comparison of the 1979 (British) and 1986 (United States) norms for the Standard Progressive Matrices. To screen for potentially gifted children, 307 students in Grades 3 through 8 were tested, and the scores were analyzed using both sets of norms. The 1986 norms may identify more students above criterion. Results are discussed.
Subject(s)
Child, Gifted , Intelligence Tests , Poverty , Black or African American/psychology , Black People , Child , Female , Humans , Male , Reference Values , United Kingdom , United States , White People/psychologyABSTRACT
The focus of this article is on the identification of rural, culturally diverse gifted children. The Culture-fair Intelligence Test and the Standard Progressive Matrices were administered to 652 students enrolled in Grades 3 to 8 of rural elementary schools. Scores from these two tests and the California Achievement Test are reported. Their usefulness in the identification of gifted children is discussed.
Subject(s)
Child, Gifted , Intelligence Tests , Achievement , Child , Educational Measurement , Female , Humans , Male , Poverty , Rural PopulationABSTRACT
37 intellectually gifted students were given a 15-min. training session in EMG frontalis biofeedback to determine its effectiveness for reduction of stress. While differences across sex in biofeedback training were not found, these highly able students significantly reduced their levels of tension.
Subject(s)
Biofeedback, Psychology , Child, Gifted/psychology , Stress, Psychological/therapy , Adolescent , Child , Electromyography , Female , Humans , Male , Relaxation TherapyABSTRACT
This study investigated the relationship between biofeedback and tension as measured by an EMG and a self-report inventory, the Children's Personality Questionnaire (CPQ), in a sample of 37 intellectually gifted fourth- through seventh-graders. Results showed that indirect factors that measure tension on the CPQ were correlated significantly with biofeedback measures. Those subjects who became the most relaxed during the biofeedback training appeared the least tense on the CPQ. Contrary to these findings, the Relaxed-Tense factor of the CPQ was correlated significantly and negatively with biofeedback measures, which indicates that subjects may not have been aware of their own tense state and thus would benefit from biofeedback training.
Subject(s)
Child, Gifted/psychology , Electromyography , Personality Tests , Stress, Psychological/complications , Anxiety/psychology , Arousal , Biofeedback, Psychology , Child , Female , Humans , Intelligence , MaleABSTRACT
The results of administering the Children's Personality Questionnaire (CPQ) to gifted students in the fourth, fifth, and sixth grades indicated that they had personality profiles similar to the norm group. Gifted males were more controlled, socially precise, self-disciplined, and compulsive than females, described as more casual and careless of social rules. Also, gifted females were more assertive and independent than males who had scores suggesting a more obedient, mild, or conforming personality. In comparing personality factors across grades, fourth graders had profiles significantly different from sixth graders.
