James Reed Campbell

Connecting math achievement to parental influences

Abstract This study determined the causal paths of parental and school variables related to the mathematics achievement of fifth- and sixth-grade students. The sample included 437 students identified as gifted and 364 students enrolled in “average” classes in the same schools. The only ethnic groups included in these analyses were Asian Americans and Caucasians. Parental influence was determined from the childrens perception of family practices related to schooling. PLSPath (Sellin, 1983) was used to estimate the different path weights. The study found that the parental variables accounted for 22% of the math achievement variance. The model showed that ethnicity directly influences parental influence, which in turn influences achievement. Other published causal models have not been able to relate ethnicity and parental influence so clearly. The study also found that a multivariate mix of parental factors effects achievement. Asian American parents provide moderate levels of pressure, help, and monitoring, which enhances achievement. American parents provide less of these influences but supply more psychological support to increase achievement.

Effective Parental Influence: Academic home climate linked to children's achievement

What constitutes effective parenting? An international consensus has evolved that effective parenting makes important contributions to childrens achievement. But the fundamental question is what constitutes effective parenting. Most of the research that has been done in answering this question has been done within existing school frameworks inside the educational bureaucracy. We answer this question by taking a different tact. We conducted international qualitative/quantitative studies directly with families of high-achieving gifted children. These studies were conducted in Scandinavian, European, and Asian countries, as well as in the USA. All of this work found that effective parents develop Academic Home Climates. Children prosper when these Academic Home Climates mesh with the academic climates found in their schools. This article illustrates our cross-cultural methods and shows how the Academic Home Climate generates a series of beliefs, attitudes, and motivations that lead to higher achievement.

Developing cross-cultural/cross-national instruments: Using cross-national methods and procedures

Abstract The first section of this chapter deals with the development of the two cross-cultural/cross-national instruments used in the five international studies included in this monograph. One of these instruments (Inventory of Parental Influence) measures five family processes; the second instrument (Self-Concept attribute attitude Scale—SaaS) isolates childrens confidence in their math abilities (math self-concept scale). The second section of this chapter describes the cross-sectional methods and procedures common to the five studies.

Gifted Chinese girls get the best mix of family processes to bolster their math achievement

Abstract This chapter describes three studies with samples of 5th- and 6th-grade students (781 gifted and 895 nongifted) enrolled in elementary schools in Taipei, Taiwan. Two of the studies analyzed the effects of SES, family structure variables, family processes, math self-concept, and prior ability on childrens math achievement; the third concerned a qualitative study of 95 gifted children and their parents. The results of these studies show tha SES variables influence family processes in a number of important ways. Better educated families administer less pressure and more support, and both processes contribute to childrens achievement. Another important findings is that Chinese traditions moderate the parents use of specific family processes. Girls enrolled in typical classes perceive less parental pressure, less support, less help, and less intellectual resources. In a sense, these girls are academically neglected, but this does not hurt their math achievement because they do not perceive as much dysfunctional pressure and help from their parents. Gifted girls get the best mix of parental influences and academic opportunities.

Olympiad Studies: Competitions Provide Alternatives to Developing Talents that Serve National Interests.

Competitions are used by many teachers at the grassroots level to develop the talents of their gifted students. Each year the top Mathematics, Chemistry, and Physics Olympiad students are identified and assembled into national teams that compete against teams from around the world. This article summarizes findings from the American Olympiad study. Our investigators analyzed data from 345 adult Olympians and found that 52% earned doctorates, and these individuals pursued careers in technical areas that benefit the nation. So far these Olympians have published 8,629 publications, and many of the Olympians have assumed positions in universities or research institutions that contribute to the productivity of the United States. Their success supports competitions as a viable alternative for developing the talents of the gifted.

The Talent Development of American Physics Olympians

Abstract Fifty-five United States Physics Olympians and their parents participated in the study to answer three research questions: Did the United States Physics Olympians fulfill their high potential? What factors contributed to or hindered the development of the Olympians’ talent? What was the impact of the Olympiad program? The results showed that these Olympians produced 328 research products and patents and over 55% of them have or are pursuing a Ph.D. degree. Several home and school influences were found to contribute to the Physics Olympians’ talent development. The overall evaluation of the Olympiad program was positive, although some hindrances were identified.

Socio-economic status has major effects on math achievement, educational aspirations and future job expectations of elementary school children in Thailand

Abstract This study was designed to investigate the effects of specific variables on the math achievement of 5th-grade children. It involved a random sample of 373 families (parents and children) from a larger pool of 685 families residing in Bangkok, Thailand. We utilized Walbergs productivity model by analyzing the interconnections among a diverse set of family prcesse, family structure, and SES variables within the home environment section of the model. Campbells differential socialization paradigm was used to analyze the gender differences. The results of the study show that certain family processes (support and intellectual resources) had positive effects on math achievement, while other processes (excessive pressure and help) had negtive effects. Another key finding is that Walbergs home environment factor was found to contain a mix of SES, family structure variables, and family processes. These variables have strong effects on childrens overall academic achievement, academic self-concepts, and math achievement. The SES variables were found to be especially important in Thailand. The authors propose the establishment of parent training programs, particularly for low SES families, as a way to increase childrens math achievement, aspirations, and future job expectations.

Differential Influences of Family Processes for Scientifically Talented Individuals' Academic Achievement Along Developmental Stages

Differential influences of various family processes for students of science talent and students in general education from Grades 4 to 12 and Science Olympians in Korea were examined by administering Korean Inventory of Parental Influence. Korean Science Olympians were additionally interviewed about their family and school experiences. Family processes were perceived more frequently or more strongly by scientifically talented students and younger students than general-education students and older students, respectively. Supportive and conducive family processes were maintained even in the high-school period in the families of scientifically talented students, whereas they decreased as students in general education get older. Fathers involvement emerged as the most influential predictor of mathematics and science achievement, whereas press for intellectual development was a significant predictor for grade-point average (GPA). Parents may need to maintain the conducive and supportive family processes even for their high-school children in order to nurture their talents in mathematics and science.

Cross‐cultural predictors of mathematical talent and academic productivity

The main goal of this paper is to investigate cross‐cultural factors that predict academic ability among mathematically gifted Olympians in Finland and the United States. The following two research problems are formulated: (1) What factors contribute to or impede the development of the Olympians’ mathematic talent? and (2) Do the Olympians fulfill their potential by making contributions to their fields? The results regarding the first research question indicate that the amount of cross‐cultural distinctive factors (computer literacy) is less than the amount of connective factors (school hindrances, effort attributions, negative home influences) contributing to the development of the Mathematic Olympians’ talent. The results regarding the latter research problem show that some factors are culture invariant (socioeconomic status, effort attributions) and some are culture dependent (school hindrances, computer literacy) in relation to both US and Finnish Olympians’ later academic productivity. Results show that high school grade point averages do not necessarily predict academic productivity in Olympians’ careers.

The phantom class: A viable approach of providing for gifted and talented high school science students

What can high schools do to challenge and motivate their most gifted and talented science students? This was the question that we attempted to answer in a two‐year study of fourteen of the most successful schools in the Metropolitan New York region. Our investigation showed that these fourteen schools had developed “phantom classes” that did not use textbooks, did not administer tests, and conducted very few observable sessions. These classes simply required the students to conduct independent research studies, in most cases outside of their schools. These efforts produced 362 awards in the Westinghouse Talent Search over a seven‐year period.