東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Development of writing talent in eme...

Shaff, Thomas Jay.

Linked to FindBook

Google Book

Amazon

博客來

Development of writing talent in emerging adulthood.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Development of writing talent in emerging adulthood./
Author:	Shaff, Thomas Jay.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	176 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	Gifted Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711862
ISBN:	9781321883152

Development of writing talent in emerging adulthood.
Shaff, Thomas Jay.

Development of writing talent in emerging adulthood. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 176 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--The University of Iowa, 2015.

This item must not be sold to any third party vendors.

Research on talent development has focused on K-12 and adult eminence. This investigation addressed the gap in knowledge regarding talent development between the ages of 18 and 27. The purpose was to explain how a group of emerging adults continued to develop their writing ability into talents valued by themselves and society. The key questions investigated the role of self-perception of high ability in writing in the process of talent development as a lived experience, and the relationship of high ability to adult identity formation. The study also investigated how changes in family relationships and the establishment of independence related to talent development in emerging adulthood. It was a multiple case study of 7 creative writers from top-20 MFA programs. The study results indicated a number of findings. Development of writing talent in emerging adulthood is related to achieving adult identity and independence. Self-perception of high ability was universal, as was creativity. Achievement represented the confluence of intention, intellect, volition, knowledge, and imagination expressed as original work. The psychological process of differentiation and integration was used in adapting to achieve individual goals. Achieving identity for these writers and poets meant finding their voices. Ability was a pervasive factor in achieving identity. Parents, teachers, and peers guided and believed in the subjects' ability. Family support was generally unconditional. Family mental health issues did not prevent talent development and fathers had a strong impact on sons and daughters. Independence was related to identity and represented having established primacy of self-authority. Contrary to theory, participants benefited from continued institutional support.

ISBN: 9781321883152Subjects--Topical Terms:

3432650
Gifted Education.

Development of writing talent in emerging adulthood.
LDR:02855nmm a2200337 4500 001 2208336
005 20191010070916.5
008 201008s2015 ||||||||||||||||| ||eng d
020 $a 9781321883152
035 $a (MiAaPQ)AAI3711862
035 $a (MiAaPQ)uiowa:13816
035 $a AAI3711862
040 $a MiAaPQ $c MiAaPQ
100 1 $a Shaff, Thomas Jay. $3 3435368
245 1 0 $a Development of writing talent in emerging adulthood.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 176 p.
500 $a Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Schuh, Kathy L.
502 $a Thesis (Ph.D.)--The University of Iowa, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Research on talent development has focused on K-12 and adult eminence. This investigation addressed the gap in knowledge regarding talent development between the ages of 18 and 27. The purpose was to explain how a group of emerging adults continued to develop their writing ability into talents valued by themselves and society. The key questions investigated the role of self-perception of high ability in writing in the process of talent development as a lived experience, and the relationship of high ability to adult identity formation. The study also investigated how changes in family relationships and the establishment of independence related to talent development in emerging adulthood. It was a multiple case study of 7 creative writers from top-20 MFA programs. The study results indicated a number of findings. Development of writing talent in emerging adulthood is related to achieving adult identity and independence. Self-perception of high ability was universal, as was creativity. Achievement represented the confluence of intention, intellect, volition, knowledge, and imagination expressed as original work. The psychological process of differentiation and integration was used in adapting to achieve individual goals. Achieving identity for these writers and poets meant finding their voices. Ability was a pervasive factor in achieving identity. Parents, teachers, and peers guided and believed in the subjects' ability. Family support was generally unconditional. Family mental health issues did not prevent talent development and fathers had a strong impact on sons and daughters. Independence was related to identity and represented having established primacy of self-authority. Contrary to theory, participants benefited from continued institutional support.
590 $a School code: 0096.
650 4 $a Gifted Education. $3 3432650
650 4 $a Educational psychology. $3 517650
650 4 $a Cognitive psychology. $3 523881
690 $a 0445
690 $a 0525
690 $a 0633
710 2 $a The University of Iowa. $b Psychological and Quantitative Foundations. $3 2098464
773 0 $t Dissertations Abstracts International $g 77-02A.
790 $a 0096
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711862