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Perceptions of Parent Success in Gifted Families

Published online by Cambridge University Press:  26 February 2016

Robert Strom ,
Shirley Strom  and
Pat Collinsworth
Robert Strom*
Affiliation:
Arizona State University
Shirley Strom
Affiliation:
Arizona State University
Pat Collinsworth
Affiliation:
Arizona State University
*
The person to contact regarding this article is Professor Robert Strom, Division of Psychology in Education, Box 870611, Arizona State University, Tempe, Arizona 85287-0611 FAX 602-994-1824
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Abstract

This study examined parent influence as perceived by gifted junior high school students and their parents. The 172 parents and their children ages 12 to 14 responded to parallel versions of the Parent Strengths and Needs Inventory which identified: (a) aspects of parenthood that are satisfying, (b) ways in which parents successfully perform their role, (c) the scope of teaching expected of parents, (d) difficulties with the obligations of parenting, (e) child behaviors which are frustrating to parents, and (0 information that parents need to know to function more effectively. Multivariate analysis of variance was utilized to determine the effects of generation of respondent, gender of parent, and child school performance on parent effectiveness. Analyses revealed significant main effects for all three independent variables. Interaction effects emerged for child school performance and parent gender. Implications are considered for planning parent education programs.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 19 , Issue 1 , 1995 , pp. 53 - 63
Copyright
Copyright © The Australian Association of Special Education 1995

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