This study examined whether a relationship exists between family structure (the presence of organization and rules in the household) and academic achievement among intellectually gifted students, and whether this relationship differs with respect to gender. Subjects for the study were 175 grade 8 students attending a school for the gifted and their parents (38 mothers and 33 fathers). The relationship between the responses of the subjects to the Organization and Control subscales of the Family Environment Scale and the students' grades from the previous school year was assessed using multiple regression analyses. To test for gender differences, an interaction term comprised of the variables of family structure and student gender was included in each equation. The analyses conducted did not produce any significant results. Possible explanations for the absence of significance and suggestions for future research are presented.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.60094 |
| Date | January 1990 |
| Creators | Robin, Donna |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001236091, proquestno: AAIMM67838, Theses scanned by UMI/ProQuest. |
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