Factors Underlying Teacher Perceptions of Highly Gifted Students: A Cross-Cultural Study

Each of 434 West German and 446 American high school teachers nominated one student as highly gifted. The teachers taught native language, mathematics/physics, music/art, or modern foreign language. All teachers completed a questionnaire in which they rated their nominees on 83 characteristics. The...

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Bibliographic Details
Published in:Educational and psychological measurement 1986-12, Vol.46 (4), p.903-915
Main Authors: Busse, Thomas V., Dahme, Gisela, Wagner, Harald, Wieczerkowski, Wilhelm
Format: Article
Language:English
Subjects:
Biological and medical sciences
Educational psychology
Fundamental and applied biological sciences. Psychology
Orientation. Evaluation
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
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Summary:Each of 434 West German and 446 American high school teachers nominated one student as highly gifted. The teachers taught native language, mathematics/physics, music/art, or modern foreign language. All teachers completed a questionnaire in which they rated their nominees on 83 characteristics. The intercorrelations of the items were factor analyzed separately in the two samples to yield seven German and five American factors. The factors for the German sample were (a) self-centered/neurotic, (b) dynamic/popular, (c) achievement-oriented, (d) artistic, (e) logical problem solving, (f) verbally proficient, and (g) precocious/conforming. The factors identified in the American sample were (a) intelligent, (b) self-centered/neurotic, (c) dynamic/popular, (d) creative, and (e) achievement-oriented. Implications for definitions of giftedness and for the identification of gifted students are discussed.
ISSN:0013-1644
1552-3888
DOI:10.1177/001316448604600410