Self-Perceived Creativity, Family Hardiness, And Emotional Intelligence Of Chinese Gifted Students In Hong Kong

Autor/in	Chan, David W.
Titel	Self-Perceived Creativity, Family Hardiness, And Emotional Intelligence Of Chinese Gifted Students In Hong Kong
Quelle	In: Journal of Secondary Gifted Education, 16 (2005) 2-3, S.47-56 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-4610
Schlagwörter	Foreign Countries; Predictor Variables; Creativity; Academically Gifted; Emotional Intelligence; Self Concept; Family Characteristics; Children; Student Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Kreativität; Emotionale Intelligenz; Selbstkonzept; Child; Kind; Kinder; Schülerverhalten; Hongkong
Abstract	This study assessed the self-perceptions of 212 gifted students regarding their creativity, family hardiness, and emotional intelligence. There were in general no gender and age group differences on these self-perceptions, with the exception that younger students perceived their families as more hardy than did older students. The results of regression analysis indicated that family hardiness and emotional intelligence had separate and direct effects on self-perceived creativity, and their effects were additive, rather than multiplicative, as their interaction terms did not yield significant increment in variance accounted for in the criterion of prediction. Similar results were obtained when different components of emotional intelligence were considered, with some suggestive evidence that family hardiness could interact with specific components of emotional intelligence in the prediction. Implications of the findings are discussed, and caution need to be exercised in the interpretation of these results, as data were cross-sectional and collected only on student perceptions. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10