The pentagonal implicit theory of giftedness revisited: A cross-validation in Hong Kong

The pentagonal implicit theory of giftedness revisited: A cross-validation in Hong Kong

• Zhang, Lifang Assistant Professor in the Dept. of Education, University of Hong Kong
• Sternberg, Robert J. IBM Professor of Psychology and Education, Yale University

Roeper Review, 21(2), 149-153, 1998

Routledge

1998

• E 特殊教育
  • EC 資優 、天才兒童之教育
• M 教師與教師教育
  • MA 教師之專業教育

Ability Identification Chinese College Students Evaluation Criteria Evaluation Methods Foreign Countries Gifted Inservice Teacher Education Models Preservice Teacher Education Sex Differences Teacher Attitudes Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

This article addresses the cross-cultural generalization of the pentagonal implicit theory of giftedness (Sternberg & Zhang, 1995) as well as differential expectations regarding excellence for girls versus boys. First, we used an instrument based on the pentagonal theory with a sample of in-service and pre-service teachers at the University of Hong Kong. Second, we administered a questionnaire designed to assess conceptions of “excellence,” one of the attributes for giftedness described in the pentagonal model, to a different sample of in-service and pre-service teachers at the same university. We found a good fit of the pentagonal model to the data collected, paralleling results obtained in the U.S. We also found, however, that in Hong Kong, however, unlike in the U.S., participants had higher expectations of excellence for boys than for girls. These outcomes have implications for identification, instruction, and programming for the gifted.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02783199809553949]

• 英文

期刊論文

• 02783193

• 10.1080/02783199809553949

https://bibliography.lib.eduhk.hk/tc/bibs/d2866391

2010-11-24