An analysis of self-reported behaviors and attitudes of parents of gifted children
The general purpose of this study was to examine the relationship among the criterion variables of creativity, frustration, control, play, and teaching/learning as reported by parents of intellectually gifted children. In addition, the study sought to determine if this relationship differed according to the independent variables of respondent gender, education level, and economic status. The Parent As A Teacher Inventory was self-administered by all participants. Canonical and intra-class correlations, multiple correlation, and factorial MANOVA were used to analyze the data. A significant relationship was found between the predictor variables of respondent gender, economic status and education level, and the criterion variables of creativity and frustration. As well, significant interaction was found between respondent gender and education level on those criterion variables; and between the predictor variables of economic status and education level on the criterion variable of frustration. No significance was found between the criterion variable of control and the composite set of predictor variables. Nor was there found to be a significant relationship between the criterion variable of play or teaching/learning and the composite set of predictor variables. Females were found to have higher means on creativity at the education levels of high school and graduate school, while males were higher than females at the other education levels. Males had higher means on the criterion variable of frustration at the college degree level, while females had equal or higher means at the other education levels. Major conclusions and recommendations for future research were presented.