Research Article
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Year 2021, Volume: 9 Issue: 1, 67 - 73, 15.03.2021
https://doi.org/10.17478/jegys.864399

Abstract

References

  • Abdulla, A. M., Paek, S. H., Cramond, B., & Runco, M. A. (2020). Problem finding and creativity: A meta-analytic review. Psychology of Aesthetics, Creativity, and the Arts, 14, 3–14. https://doi.org/10.1037/aca0000194
  • Adams, R. L., & Phillips, B. N. (1972). Motivational and achievement differences among children of various ordinal birth positions. Child Development, 43(1), 155-164. https://doi.org/10.2307/1127879
  • Albert, R. S. (1980a). Family positions and the attainment of eminence: A study of special family positions and special family experiences. Gifted Child Quarterly, 24, 87-95. https://doi.org/10.1177/001698628002400208
  • Albert, R. S. (1980b). Exceptionally gifted boys and their parents. Gifted Child Quarterly, 24, 174-179. https://doi.org/10.1177/001698628002400409
  • Altus, W. D. (1965). Birth order and academic primogeniture. Journal of Personality and Social Psychology, 2(6), 872-876. https://doi.org/10.1037/h0022705
  • Barton, V. (2005). Myers-Briggs type inventory, birth order, and the association between the two variables in high school gifted students (Order No. 3179005). Available from ProQuest Dissertations & Theses Global. (305027364). Retrieved from https://search.proquest.com/docview/305027364?accountid=26303
  • Belmont, L., & Marolla, F. A. (1973). Birth order, family size, and intelligence. Science, 182(4117), 1096-1101. https://doi.org/10.1126/science.182.4117.1096
  • Ben-Artzey Schieber, N. (2019). The gifted child as an equal partner or minority in the sibling relationship: The parents’ perspective. Child Indicators Research, 12(6), 2151-2171. https://doi.org/10.1007/s12187-019-09632-8
  • Boling, S. E., Boling, J. L., & Eisenman, R. (1993). Creativity and birth order/sex differences in children. Education, 114(2), 224-226.
  • Breik, W. D., & Zaza, H. I. (2019). Coping strategies adopted by adolescents: A comparative study in relation to gifted status, gender, and family size. Gifted Education International, 35, 3-19. https://doi.org/10.1177/0261429418824118
  • Breland, H. M. (1972). Birth order, family configuration, and verbal achievement. Child Development, 45(4), 1011-1019. https://doi.org/10.1002/j.2333-8504.1972.tb00639.x
  • Chan, D. W. (2005). Self-perceived creativity, family hardiness, and emotional intelligence of Chinese gifted students in Hong Kong. Journal of Secondary Gifted Education, 16, 47–56. doi:10.4219/jsge-2005-471
  • Cicirelli, V. G. (1967). Sibling constellation, creativity, IQ, and academic achievement. Child Development, 38(2), 481–490. https://doi.org/10.2307/1127304
  • Colangelo, N., & Dietmann, D. F. (1983). A review of research on parents and families of gifted children. Exceptional Children, 50(1), 20-27. https://doi.org/10.1177/001440298305000103
  • Comeau, H. A. M. (1979). An examination of the relationship between birth order a creativity (unpublished Master’s thesis), Kean College of New Jersey.
  • Cox, C. M. (1977). Background characteristics of 456 gifted students. Gifted Child Quarterly, 21, 261-267. https://doi.org/10.1177/001698627702100220
  • Das Gupta, M., Zhenghua, J., Bohua, L., Zhenming, X., Chung, W., & Hwa- Ok, B. (2003). Why is son preference so persistent in East and SouthAsia?A cross-country study of China, India and the Republic of Korea. The Journal of Development Studies, 40, 153–187. doi:10.1596/1813-9450-2942
  • Damian, R. I., & Roberts, B. W. (2015). The associations of birth order with personality and intelligence in a representative sample of U.S. high school students. Journal of Research in Personality, 58, 96-105. https://doi.org/10.1016/j.jrp.2015.05.005
  • Datta, L. E. (1968). Birth order and potential scientific creativity. Sociometry, 31, 76–88.
  • Eisenman, R. (1987). Creativity, birth order, and risk taking. Bulletin of the Psychonomic Society, 25, 87-88. https://doi.org/10.3758/BF03330292
  • Eisenman, R., & Schussel, R. (1970). Creativity, birth-order and preference for symmetry. Journal of Consulting Clinical Psychology, 34, 275-280. https://doi.org/10.1037/h0029008
  • Farley, F. H. (1978). Note on creativity and scholastic achievement of women as a function of birth order and family size. Perceptual & Motor Skills, 47(1), 13-14. https://doi.org/10.2466/pms.1978.47.1.13
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 64-79). Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.006
  • Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119-147. https://doi.org/10.1080/1359813042000314682
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Gaynor, J. L. R., & Runco, M. A. (1992). Family size, birth-order, age interval, and the creativity of children. Journal of Creative Behavior, 26, 108-118. https://doi.org/10.1002/j.2162-6057.1992.tb01166.x
  • Gentry, M. L., Pereira, N., Peters, S. J., McIntosh, J. S., & Fugate, C. M. (2015). HOPE Teacher Rating Scale (manual): Involving teachers in equitable identification of gifted and talented students in K-12. Waco, TX: Prufrock.
  • Guo, J., Lin, S., & Guo, Y. (2018). Sex, birth order, and creativity in the context of China’s one-child policy and son preference. Creativity Research Journal, 30(4), 361-369. 10.1080/10400419.2018.1530535
  • Hornberg, J., & Reiter-Palmon, R. (2017). Creativity and the big five personality traits: Is the relationship dependent on the creativity measure? In G. J. Feist, R. Reiter-Palmon, & J. C. Kaufman (Eds.), Cambridge handbooks in psychology. The Cambridge handbook of creativity and personality research (p. 275–293). Cambridge University Press.
  • Inman, T., & Kirchner, J. (2016). Parenting gifted children 101: An introduction to gifted kids and their needs. Waco, TX: Prufrock.
  • Kaltsounis, B. (1978). Creative performance among siblings of various ordinal birth positions. Psychological Reports, 42(3), 915-918. https://doi.org/10.2466/pr0.1978.42.3.915
  • Lichtenwalner, J. S., & Maxwell, J. W. (1969). The relationship of birth order and socioeconomic status to the creativity of preschool children. Child Development, 40(4), 1241-1247.
  • Margot, K. C., & Rinn, A. N. (2016). Perfectionism in gifted adolescents: A replication and extension. Journal of Advanced Academics, 27, 190-209. https://doi.org/10.1177/1932202X16656452
  • Miedijensky, S. (2018). Learning environment for the gifted--What do outstanding teachers of the gifted think? Gifted Education International, 34, 222-244. https://doi.org/10.1177/0261429417754204
  • Okuda, S. M., Runco, M. A., & Berger, D. E. (1991). Creativity and the finding and solving of real-world problems. Journal of Psychoeducational Assessment, 9, 45-53. https://doi.org/10.1177/073428299100900104
  • Olszewski-Kubilius P. (2018) The role of the family in talent development. In: Pfeiffer S. (Ed.) Handbook of giftedness in children (pp. 129-147). Springer.
  • Olszewski-Kubilius, P., Lee, S.-Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58, 199-216. https://doi.org/10.1177/0016986214526430
  • Olszewski, P., Kulieke, M., & Buescher, T. (1987). The Influence of the family environment on the development of talent: A literature review. Journal for the Education of the Gifted, 11, 6-28. https://doi.org/10.1177/016235328701100102
  • Parker, W. D. (1998). Birth-order effects in the academically talented. Gifted Child Quarterly, 42, 29-38. https://doi.org/10.1177/001698629804200104
  • Paulhus, D. L., Trapnell, P. D., & Chen, D. (1999). Birth order effects on personality and achievement within families. Psychological Science, 10(6), 482-488. https://doi.org/10.1111/1467-9280.00193
  • Pearson, N. C. S. (2009). Advanced clinical solutions for WAIS-IV and WMS-IV: Administration and scoring manual. San Antonio: The Psychological Corporation.
  • Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s progressive matrices and vocabulary scales. Section 4: The advanced progressive matrices. Oxford, UK: Oxford Psychologists Press; San Antonio, TX: The Psychological Corporation.
  • Reiter-Palmon, R., Forthmann, B., & Barbot, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics, Creativity, and the Arts, 13, 144–152. https://doi.org/10.1037/aca0000227
  • Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 246–279). Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.015
  • Renzulli, J. S. (2005). The Three-Ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (p. 246–279). Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.015
  • Rodgers, J. L., Cleveland, H. H., van den Oord, E., & Rowe, D. C. (2000). Resolving the debate over birth order, family size, and intelligence. American Psychologist, 55, 599-612. https://doi.org/10.1037/0003-066X.55.6.599
  • Roe, A. (1953). A psychological study of eminent psychologists and anthropologists, and a comparison with biological and physical scientists. Psychological Monographs: General and Applied, 67, 1-55. https://doi.org/10.1037/h0093638
  • Runco, M. A., & Albert, R. S. (2005). Parents’ personality and the creative potential of exceptionally gifted boys. Creativity Research Journal, 17, 355-367. https://doi.org/10.1207/s15326934crj1704_7
  • Runco, M. A., & Bahleda, M. D. (1987). Birth-order and divergent thinking. Journal of Genetic Psychology, 148(1), 119-125. https://doi.org/10.1080/00221325.1987.9914542
  • Sampson, E. E. (1962). Birth order, need achievement, and conformity. Journal of Abnormal & Social Psychology, 64(2), 155-159. https://doi.org/10.1037/h0045120
  • Seay, M. L. (1985). Creativity, personality, and family variables in gifted children, their parents and siblings. Dissertation Abstracts International, 47, 4198.
  • Sondergeld, T. A., Schultz, R. A., & Glover, L. K. (2007). The need for research replication: An example from studies on perfectionism and gifted early adolescents. Roeper Review, 29, 19-25. https://doi.org/10.1080/02783193.2007.11869220
  • Staffieri, J. R. (1970). Birth order and creativity. Journal of Clinical Psychology, 26, 65-66.
  • Sulloway F.J. (2001) Birth order, sibling competition, and human behavior. In: Holcomb H.R. (Ed.) Conceptual challenges in evolutionary psychology: Studies in cognitive systems, (vol. 27). Springer.
  • Sulloway, F. J. (1996). Born to rebel: Birth order, family dynamics, and creative lives. Pantheon Books.
  • Szobiova, E. (2008). Birth order, sibling constellation, creativity and personality dimensions of adolescents. Studia Psychologica, 50(4), 371-381.
  • Szobiova, E. (2012). Some psychological factors of creative development in family constellation: Intelligence and personality traits of artistically—technically gifted adolescents. Creative and Knowledge Society, 2(2), 70-89. https://doi.org/10.2478/v10212-011-0026-0
  • Torrance, E. P. (1966). The Torrance Tests of Creative Thinking-Norms-Technical Manual
  • Torrance, E. P. (1995). Creativity research. Why fly? Ablex Publishing.
  • Turkman, B., & Runco, M. A. (2013). Quick Estimate of Convergent Thinking [Measurement instrument]. Retrieved from https://www.creativitytestingservices.com/products
  • VanTassel-Baska, J. (1983). Profiles of precocity: The 1982 Midwest talent search Finalists. Gifted Child Quarterly, 27, 139-144. https://doi.org/10.1177/001698628302700308
  • Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. Holt, Rinehart & Winston.
  • Wilks, L., & Thompson, P. (1979). Birth order and creativity in young children. Psychological Reports, 45, 443-449. https://doi.org/10.2466/pr0.1979.45.2.443
  • Yang, J., Hou, X., Wei, D., Wang, K., Li, Y., & Qiu, J. (2017). Only-child and non-only-child exhibit differences in creativity and agreeableness: Evidence from behavioral and anatomical structural studies. Brain Imaging and Behavior, 11(2), 493-502. http://dx.doi.org/10.1007/s11682-016-9530-9

The effects of birth order and family size on academic achievement, divergent thinking, and problem finding among gifted students

Year 2021, Volume: 9 Issue: 1, 67 - 73, 15.03.2021
https://doi.org/10.17478/jegys.864399

Abstract

The current study explored the influence of birth order and family size on academic achievement, divergent thinking (DT), and problem finding (PF) with a sample of 156 gifted male and female Arab students (M= 12.21 years, SD= 1.75). Regarding academic achievement, it was found that first-borns possessed higher grade point averages (GPAs) than did other-born children. Family size was also related to academic achievement-participants from smaller-sized families had significantly higher GPAs compared with gifted students from middle- and large-sized families. As for the influence of birth order and family size on both DT and PF, a multivariate analysis of variance showed significant differences for birth order and the interaction between birth order and family size in the originality dimension of PF. Non-significant differences were found concerning family size. The follow-up analyses of variance showed that later-born gifted students scored higher than first-, second-, third-, and fourth-born children in PF originality. Later-born gifted students who scored higher on originality were from smaller families. No significant influences for birth order and family size were found concerning fluency for both DT and PF as well as DT originality. Limitations and future directions are discussed.

References

  • Abdulla, A. M., Paek, S. H., Cramond, B., & Runco, M. A. (2020). Problem finding and creativity: A meta-analytic review. Psychology of Aesthetics, Creativity, and the Arts, 14, 3–14. https://doi.org/10.1037/aca0000194
  • Adams, R. L., & Phillips, B. N. (1972). Motivational and achievement differences among children of various ordinal birth positions. Child Development, 43(1), 155-164. https://doi.org/10.2307/1127879
  • Albert, R. S. (1980a). Family positions and the attainment of eminence: A study of special family positions and special family experiences. Gifted Child Quarterly, 24, 87-95. https://doi.org/10.1177/001698628002400208
  • Albert, R. S. (1980b). Exceptionally gifted boys and their parents. Gifted Child Quarterly, 24, 174-179. https://doi.org/10.1177/001698628002400409
  • Altus, W. D. (1965). Birth order and academic primogeniture. Journal of Personality and Social Psychology, 2(6), 872-876. https://doi.org/10.1037/h0022705
  • Barton, V. (2005). Myers-Briggs type inventory, birth order, and the association between the two variables in high school gifted students (Order No. 3179005). Available from ProQuest Dissertations & Theses Global. (305027364). Retrieved from https://search.proquest.com/docview/305027364?accountid=26303
  • Belmont, L., & Marolla, F. A. (1973). Birth order, family size, and intelligence. Science, 182(4117), 1096-1101. https://doi.org/10.1126/science.182.4117.1096
  • Ben-Artzey Schieber, N. (2019). The gifted child as an equal partner or minority in the sibling relationship: The parents’ perspective. Child Indicators Research, 12(6), 2151-2171. https://doi.org/10.1007/s12187-019-09632-8
  • Boling, S. E., Boling, J. L., & Eisenman, R. (1993). Creativity and birth order/sex differences in children. Education, 114(2), 224-226.
  • Breik, W. D., & Zaza, H. I. (2019). Coping strategies adopted by adolescents: A comparative study in relation to gifted status, gender, and family size. Gifted Education International, 35, 3-19. https://doi.org/10.1177/0261429418824118
  • Breland, H. M. (1972). Birth order, family configuration, and verbal achievement. Child Development, 45(4), 1011-1019. https://doi.org/10.1002/j.2333-8504.1972.tb00639.x
  • Chan, D. W. (2005). Self-perceived creativity, family hardiness, and emotional intelligence of Chinese gifted students in Hong Kong. Journal of Secondary Gifted Education, 16, 47–56. doi:10.4219/jsge-2005-471
  • Cicirelli, V. G. (1967). Sibling constellation, creativity, IQ, and academic achievement. Child Development, 38(2), 481–490. https://doi.org/10.2307/1127304
  • Colangelo, N., & Dietmann, D. F. (1983). A review of research on parents and families of gifted children. Exceptional Children, 50(1), 20-27. https://doi.org/10.1177/001440298305000103
  • Comeau, H. A. M. (1979). An examination of the relationship between birth order a creativity (unpublished Master’s thesis), Kean College of New Jersey.
  • Cox, C. M. (1977). Background characteristics of 456 gifted students. Gifted Child Quarterly, 21, 261-267. https://doi.org/10.1177/001698627702100220
  • Das Gupta, M., Zhenghua, J., Bohua, L., Zhenming, X., Chung, W., & Hwa- Ok, B. (2003). Why is son preference so persistent in East and SouthAsia?A cross-country study of China, India and the Republic of Korea. The Journal of Development Studies, 40, 153–187. doi:10.1596/1813-9450-2942
  • Damian, R. I., & Roberts, B. W. (2015). The associations of birth order with personality and intelligence in a representative sample of U.S. high school students. Journal of Research in Personality, 58, 96-105. https://doi.org/10.1016/j.jrp.2015.05.005
  • Datta, L. E. (1968). Birth order and potential scientific creativity. Sociometry, 31, 76–88.
  • Eisenman, R. (1987). Creativity, birth order, and risk taking. Bulletin of the Psychonomic Society, 25, 87-88. https://doi.org/10.3758/BF03330292
  • Eisenman, R., & Schussel, R. (1970). Creativity, birth-order and preference for symmetry. Journal of Consulting Clinical Psychology, 34, 275-280. https://doi.org/10.1037/h0029008
  • Farley, F. H. (1978). Note on creativity and scholastic achievement of women as a function of birth order and family size. Perceptual & Motor Skills, 47(1), 13-14. https://doi.org/10.2466/pms.1978.47.1.13
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 64-79). Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.006
  • Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119-147. https://doi.org/10.1080/1359813042000314682
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Gaynor, J. L. R., & Runco, M. A. (1992). Family size, birth-order, age interval, and the creativity of children. Journal of Creative Behavior, 26, 108-118. https://doi.org/10.1002/j.2162-6057.1992.tb01166.x
  • Gentry, M. L., Pereira, N., Peters, S. J., McIntosh, J. S., & Fugate, C. M. (2015). HOPE Teacher Rating Scale (manual): Involving teachers in equitable identification of gifted and talented students in K-12. Waco, TX: Prufrock.
  • Guo, J., Lin, S., & Guo, Y. (2018). Sex, birth order, and creativity in the context of China’s one-child policy and son preference. Creativity Research Journal, 30(4), 361-369. 10.1080/10400419.2018.1530535
  • Hornberg, J., & Reiter-Palmon, R. (2017). Creativity and the big five personality traits: Is the relationship dependent on the creativity measure? In G. J. Feist, R. Reiter-Palmon, & J. C. Kaufman (Eds.), Cambridge handbooks in psychology. The Cambridge handbook of creativity and personality research (p. 275–293). Cambridge University Press.
  • Inman, T., & Kirchner, J. (2016). Parenting gifted children 101: An introduction to gifted kids and their needs. Waco, TX: Prufrock.
  • Kaltsounis, B. (1978). Creative performance among siblings of various ordinal birth positions. Psychological Reports, 42(3), 915-918. https://doi.org/10.2466/pr0.1978.42.3.915
  • Lichtenwalner, J. S., & Maxwell, J. W. (1969). The relationship of birth order and socioeconomic status to the creativity of preschool children. Child Development, 40(4), 1241-1247.
  • Margot, K. C., & Rinn, A. N. (2016). Perfectionism in gifted adolescents: A replication and extension. Journal of Advanced Academics, 27, 190-209. https://doi.org/10.1177/1932202X16656452
  • Miedijensky, S. (2018). Learning environment for the gifted--What do outstanding teachers of the gifted think? Gifted Education International, 34, 222-244. https://doi.org/10.1177/0261429417754204
  • Okuda, S. M., Runco, M. A., & Berger, D. E. (1991). Creativity and the finding and solving of real-world problems. Journal of Psychoeducational Assessment, 9, 45-53. https://doi.org/10.1177/073428299100900104
  • Olszewski-Kubilius P. (2018) The role of the family in talent development. In: Pfeiffer S. (Ed.) Handbook of giftedness in children (pp. 129-147). Springer.
  • Olszewski-Kubilius, P., Lee, S.-Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58, 199-216. https://doi.org/10.1177/0016986214526430
  • Olszewski, P., Kulieke, M., & Buescher, T. (1987). The Influence of the family environment on the development of talent: A literature review. Journal for the Education of the Gifted, 11, 6-28. https://doi.org/10.1177/016235328701100102
  • Parker, W. D. (1998). Birth-order effects in the academically talented. Gifted Child Quarterly, 42, 29-38. https://doi.org/10.1177/001698629804200104
  • Paulhus, D. L., Trapnell, P. D., & Chen, D. (1999). Birth order effects on personality and achievement within families. Psychological Science, 10(6), 482-488. https://doi.org/10.1111/1467-9280.00193
  • Pearson, N. C. S. (2009). Advanced clinical solutions for WAIS-IV and WMS-IV: Administration and scoring manual. San Antonio: The Psychological Corporation.
  • Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s progressive matrices and vocabulary scales. Section 4: The advanced progressive matrices. Oxford, UK: Oxford Psychologists Press; San Antonio, TX: The Psychological Corporation.
  • Reiter-Palmon, R., Forthmann, B., & Barbot, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics, Creativity, and the Arts, 13, 144–152. https://doi.org/10.1037/aca0000227
  • Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 246–279). Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.015
  • Renzulli, J. S. (2005). The Three-Ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (p. 246–279). Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.015
  • Rodgers, J. L., Cleveland, H. H., van den Oord, E., & Rowe, D. C. (2000). Resolving the debate over birth order, family size, and intelligence. American Psychologist, 55, 599-612. https://doi.org/10.1037/0003-066X.55.6.599
  • Roe, A. (1953). A psychological study of eminent psychologists and anthropologists, and a comparison with biological and physical scientists. Psychological Monographs: General and Applied, 67, 1-55. https://doi.org/10.1037/h0093638
  • Runco, M. A., & Albert, R. S. (2005). Parents’ personality and the creative potential of exceptionally gifted boys. Creativity Research Journal, 17, 355-367. https://doi.org/10.1207/s15326934crj1704_7
  • Runco, M. A., & Bahleda, M. D. (1987). Birth-order and divergent thinking. Journal of Genetic Psychology, 148(1), 119-125. https://doi.org/10.1080/00221325.1987.9914542
  • Sampson, E. E. (1962). Birth order, need achievement, and conformity. Journal of Abnormal & Social Psychology, 64(2), 155-159. https://doi.org/10.1037/h0045120
  • Seay, M. L. (1985). Creativity, personality, and family variables in gifted children, their parents and siblings. Dissertation Abstracts International, 47, 4198.
  • Sondergeld, T. A., Schultz, R. A., & Glover, L. K. (2007). The need for research replication: An example from studies on perfectionism and gifted early adolescents. Roeper Review, 29, 19-25. https://doi.org/10.1080/02783193.2007.11869220
  • Staffieri, J. R. (1970). Birth order and creativity. Journal of Clinical Psychology, 26, 65-66.
  • Sulloway F.J. (2001) Birth order, sibling competition, and human behavior. In: Holcomb H.R. (Ed.) Conceptual challenges in evolutionary psychology: Studies in cognitive systems, (vol. 27). Springer.
  • Sulloway, F. J. (1996). Born to rebel: Birth order, family dynamics, and creative lives. Pantheon Books.
  • Szobiova, E. (2008). Birth order, sibling constellation, creativity and personality dimensions of adolescents. Studia Psychologica, 50(4), 371-381.
  • Szobiova, E. (2012). Some psychological factors of creative development in family constellation: Intelligence and personality traits of artistically—technically gifted adolescents. Creative and Knowledge Society, 2(2), 70-89. https://doi.org/10.2478/v10212-011-0026-0
  • Torrance, E. P. (1966). The Torrance Tests of Creative Thinking-Norms-Technical Manual
  • Torrance, E. P. (1995). Creativity research. Why fly? Ablex Publishing.
  • Turkman, B., & Runco, M. A. (2013). Quick Estimate of Convergent Thinking [Measurement instrument]. Retrieved from https://www.creativitytestingservices.com/products
  • VanTassel-Baska, J. (1983). Profiles of precocity: The 1982 Midwest talent search Finalists. Gifted Child Quarterly, 27, 139-144. https://doi.org/10.1177/001698628302700308
  • Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. Holt, Rinehart & Winston.
  • Wilks, L., & Thompson, P. (1979). Birth order and creativity in young children. Psychological Reports, 45, 443-449. https://doi.org/10.2466/pr0.1979.45.2.443
  • Yang, J., Hou, X., Wei, D., Wang, K., Li, Y., & Qiu, J. (2017). Only-child and non-only-child exhibit differences in creativity and agreeableness: Evidence from behavioral and anatomical structural studies. Brain Imaging and Behavior, 11(2), 493-502. http://dx.doi.org/10.1007/s11682-016-9530-9
There are 64 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Thinking Skills
Authors

Aseel Alsaleh This is me 0000-0003-4652-2341

Ahmed Abdulla Alabbasi 0000-0002-4773-4955

Alaa Eldin Ayoub This is me 0000-0002-3506-4835

Amnah Hafsyan 0000-0001-9821-4872

Publication Date March 15, 2021
Published in Issue Year 2021 Volume: 9 Issue: 1

Cite

APA Alsaleh, A., Abdulla Alabbasi, A., Ayoub, A. E., Hafsyan, A. (2021). The effects of birth order and family size on academic achievement, divergent thinking, and problem finding among gifted students. Journal for the Education of Gifted Young Scientists, 9(1), 67-73. https://doi.org/10.17478/jegys.864399
AMA Alsaleh A, Abdulla Alabbasi A, Ayoub AE, Hafsyan A. The effects of birth order and family size on academic achievement, divergent thinking, and problem finding among gifted students. JEGYS. March 2021;9(1):67-73. doi:10.17478/jegys.864399
Chicago Alsaleh, Aseel, Ahmed Abdulla Alabbasi, Alaa Eldin Ayoub, and Amnah Hafsyan. “The Effects of Birth Order and Family Size on Academic Achievement, Divergent Thinking, and Problem Finding Among Gifted Students”. Journal for the Education of Gifted Young Scientists 9, no. 1 (March 2021): 67-73. https://doi.org/10.17478/jegys.864399.
EndNote Alsaleh A, Abdulla Alabbasi A, Ayoub AE, Hafsyan A (March 1, 2021) The effects of birth order and family size on academic achievement, divergent thinking, and problem finding among gifted students. Journal for the Education of Gifted Young Scientists 9 1 67–73.
IEEE A. Alsaleh, A. Abdulla Alabbasi, A. E. Ayoub, and A. Hafsyan, “The effects of birth order and family size on academic achievement, divergent thinking, and problem finding among gifted students”, JEGYS, vol. 9, no. 1, pp. 67–73, 2021, doi: 10.17478/jegys.864399.
ISNAD Alsaleh, Aseel et al. “The Effects of Birth Order and Family Size on Academic Achievement, Divergent Thinking, and Problem Finding Among Gifted Students”. Journal for the Education of Gifted Young Scientists 9/1 (March 2021), 67-73. https://doi.org/10.17478/jegys.864399.
JAMA Alsaleh A, Abdulla Alabbasi A, Ayoub AE, Hafsyan A. The effects of birth order and family size on academic achievement, divergent thinking, and problem finding among gifted students. JEGYS. 2021;9:67–73.
MLA Alsaleh, Aseel et al. “The Effects of Birth Order and Family Size on Academic Achievement, Divergent Thinking, and Problem Finding Among Gifted Students”. Journal for the Education of Gifted Young Scientists, vol. 9, no. 1, 2021, pp. 67-73, doi:10.17478/jegys.864399.
Vancouver Alsaleh A, Abdulla Alabbasi A, Ayoub AE, Hafsyan A. The effects of birth order and family size on academic achievement, divergent thinking, and problem finding among gifted students. JEGYS. 2021;9(1):67-73.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.