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Personality characteristics of highl...

Geiger, Rebecca Witherspoon Deal.

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Personality characteristics of highly academically talented adolescents: Variations with verbal or mathematical ability.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Personality characteristics of highly academically talented adolescents: Variations with verbal or mathematical ability./
作者:	Geiger, Rebecca Witherspoon Deal.
面頁冊數:	156 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2298.
Contained By:	Dissertation Abstracts International53-07A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9235405

Personality characteristics of highly academically talented adolescents: Variations with verbal or mathematical ability.
Geiger, Rebecca Witherspoon Deal.

Personality characteristics of highly academically talented adolescents: Variations with verbal or mathematical ability. - 156 p.

Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2298.

Thesis (Ph.D.)--University of Georgia, 1992.

Facilitating the development from highly academically talented adolescence into productive, satisfying adulthood is an important concern. Knowledge of personality characteristics of such students could aid in this endeavor. This study was designed to determine if there were discriminating personality correlates of verbal and mathematical ability in a sample of such gifted students.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Personality characteristics of highly academically talented adolescents: Variations with verbal or mathematical ability.
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245 1 0 $a Personality characteristics of highly academically talented adolescents: Variations with verbal or mathematical ability.
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2298.
500 $a Director: Roy P. Martin.
502 $a Thesis (Ph.D.)--University of Georgia, 1992.
520 $a Facilitating the development from highly academically talented adolescence into productive, satisfying adulthood is an important concern. Knowledge of personality characteristics of such students could aid in this endeavor. This study was designed to determine if there were discriminating personality correlates of verbal and mathematical ability in a sample of such gifted students.
520 $a The High School Personality Questionnaire (HSPQ) and the Myers-Briggs Type Indicator (MBTI) were administered to 206 students attending the Summer Residential Program of Duke University's Talent Identification Program (TIP) in 1990. The primary and secondary factors of the HSPQ and the dimension and types of the MBTI were the personality variables studied. The four dimensions of the MBTI were examined as continuous scores and as dichotomous scores.
520 $a The students were divided into High Verbal, High Math, and Equivalent cognitive groups. A greater than chance discrepancy (30 points, the SE of difference) was required between equalized scores for a subject to qualify as higher in math or verbal ability.
520 $a ANOVA's showed the following eight significant differences between cognitive groups. The Verbal group was higher on Intuition than the other groups and was the most Introverted. The Verbal and Equivalent Groups had higher scores on Abstract Intelligence, Sensitivity, Creativity, and Individuality/Withdrawal, while the Math group showed higher Tough Poise. The Equivalent group was higher on Self-Discipline and was, like the Math group, more Sensing than the Verbal group.
520 $a SAT Verbal, SAT Mathematics, SAT Composite scores, and a Verbal-Math Differential were also correlated with the personality variables. The multiple analysis yielded 38 significant relationships most of which reinforced the group findings.
520 $a Comparison of the total research sample to norms replicated two other studies with academically talented students: (1) the TIP 90 sample was significantly more Introverted, Intuitive, and Perceptive than norms and (2) the sample was significantly different from norms in a positive direction, on 12 of the HSPQ factors.
590 $a School code: 0077.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Personality. $3 1017585
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710 2 0 $a University of Georgia. $3 515076
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790 1 0 $a Martin, Roy P., $e advisor
790 $a 0077
791 $a Ph.D.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9235405