Family environment and personality adjustment in gifted program children

Abstract While m any studies have investigated family charac-teristics that distinguish children with gifted-level abili- ties from other children, less attention has been givento family characteristics that are associated with per-sonality adjustment wi thin the gifted- level poupulation. Thi s stu dy ad dresses the question of which aspects ofthe family en vir onmentare are significantly correlated withh ealthy p ersonality adjustment among a group of chil-dren already identified as gifted. Each of the 10 scales contained in the widely used Family Environment Scales (Moos & Moos, 1981) was correlated with per-sonality adjustment scores of 83 children, ages 7 to 11, who were attending either a public or private schoolgifted program. Personality adjustment was assessedby parent, child, and teacher report measures. Findings suggest that mutually supportive and open family rela-tionships are more important to the child’s self- esteem and overall adjustment that are specific family activities or value orientations. Numerous studies have attempted to identify family characteristics associated with gifted-level abilities in chil-dren (Colangelo & Dettman, 1983; Cornell, 1983, 1984). Results have emphasized the many favorable qualities of these families, particularly the importance of parental inter-est in child-rearing and strong commitment to the develop-ment of the child’s talents and abilities (Albert, 1980; Bloom, 1982, 1985; Freeman, 1979). Parental attitudes which are encouraging and supportive, but relatively less authori-tarian and controlling, have been identified as especially desirable (Domino, 1979; Morrow & Wilson, 1961). Although there is a wealth of advice literature for parent