The influence of family environment on achievement and self concept among gifted students

Abstract

Recent research has revealed that a substantial number of gifted children do not achieve academically at expected levels even though most gifted students do well in school and in social relations. Family and personal variables have been explored from various perspectives but usually with unidimensional methods. This study applied multidimensional, systemic measurements of family environment to the assessment of the family's role in both the development of self concept and academic achievement. Procedure. Eighty-six students (35 girls, 51 boys) who had been identified for gifted programs in three schools composed the sample. Students responded to the Tennessee Self Concept Scale (TSCS), Family Environment Scale (FES), and the Nuclear Family Satisfaction Scale (NFSS). Family members of students completed the FES and NFSS. Comparisons were made of family members' perceptions of the family environment, yielding a measure of incongruence. Grade point average (GPA) was used as a measure of achievement. Research Questions. Hypotheses were stated in the form of questions and addressed the following relationships: (1) family environment and achievement, (2) satisfaction with family environment and achievement, (3) family environment and self concept, (4) satisfaction with family environment and self concept, (5) family incongruence and self concept, and (7) self concept and achievement. ...