Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Click here to sign up for SAGE Journal Email Alerts today!
Gifted Child Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via ISI Web of Science (11)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Rimm, S.
Right arrow Articles by Lowe, B.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?

Family Environments of Underachieving Gifted Students

Sylvia Rimm

Family Achievement Clinic, Oconomowoc, Wisconsin

Barbara Lowe

Family Achievement Clinic, Oconomowoc, Wisconsin

A comparison of the family environments of a sample of 22 underachieving gifted students to those described in studies of eminent and gifted achievers provides some themes which can be helpful to the parents of gifted children. Family structure, climate, and values showed some similarities as well as some dramatic differences. The main themes applicable to parenting are: (a) extreme amounts of early attention may confer too early adult status and attention dependence, (b) consistency between parents is more critical than any particular style of parenting, (c) independence for home-work completion is characteristic of achievers, (d) parent interest in and satisfaction with personal careers and intrinsic learning must be specifically communicated to children in order to provide appropriate achieving role models, and (e) reasonable standards of family organization appear important for achievement.

Gifted Child Quarterly, Vol. 32, No. 4, 353-359 (1988)
DOI: 10.1177/001698628803200404
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Gifted Child QuarterlyHome page
T. P. Hebert
"If I Had a New Notebook, I Know Things Would Change": Bright Underachieving Young Men in Urban Classrooms
Gifted Child Quarterly, July 1, 2001; 45(3): 174 - 194.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
S. M. Reis and D. B. McCoach
The Underachievement of Gifted Students: What Do We Know and Where Do We Go?
Gifted Child Quarterly, July 1, 2000; 44(3): 152 - 170.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
E. I. Diaz
Perceived Factors Influencing the Academic Underachievement of Talented Students of Puerto Rican Descent
Gifted Child Quarterly, April 1, 1998; 42(2): 105 - 122.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
J. A. Baker, R. Bridger, and K. Evans
Models of Underachievement Among Gifted Preadolescents: The Role of Personal, Family, and School Factors
Gifted Child Quarterly, January 1, 1998; 42(1): 5 - 15.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
S. M. Moon, K. R. Kelly, and J. F. Feldhusen
Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment
Gifted Child Quarterly, January 1, 1997; 41(1): 16 - 25.
[Abstract] [PDF]