Parenting Styles and Mental Health of Arab Gifted Adolescents

By M. Dwairy. 2004

105 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c481e9d35e6789aecaebbc688e035b4ef4a01ec3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. M. Dwairy
2. P. Heaven
3. Joseph Ciarrochi
4. A. Morawska
5. Mustafa M. Achoui
6. Wilma Vialle
7. M. Sanders
8. D. Hawes

In Experimental and Cognitive Psychology

1. P. Heaven
2. Joseph Ciarrochi
3. Wilma Vialle
4. Mustafa M. Achoui
5. M. Sanders
6. A. Morawska
7. D. Hawes
8. Maree J. Abbott

Citations in the corpus

• On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study (2007, result): “Comparisons between the self-concepts of gifted and nongifted students have also yielded inconsistent findings with several studies finding no differences (Bracken, 1980; Hoge & McSheffrey, 1991; Maddux, Scheiber, & Bass, 1982; Tong & Yewchuk, 1996) and others revealing stronger self-concepts for gi”
• Parenting Gifted and Talented Children: Conceptual and Empirical Foundations (2009, background): “There is evidence that differential outcomes for gifted children depend on the family environment (Olszewski, Kulieke, & Buescher, 1987; Winner, 2000), and more authoritarian parenting styles having a negative impact on gifted adolescents’ mental health (Dwairy, 2004); however in general measures of”
• Parenting Styles, Individuation, and Mental Health of Arab Adolescents (2006, background): “When it comes to gifted Arab children, authoritarian parenting was found to be associated with low self-esteem, anxiety, depression, conduct disorder, and identity disorder (Dwairy, 2004b).”
• Intellectual Giftedness and Psychopathology in Children and Adolescents (2016, background): “…enrolment in special “gifted” classes or educational programs (Eklund et al., 2015; Stornelli, Flett, & Hewitt, 2009), others have done so on the basis of achievement-based assessments (Harrison & Van Haneghan, 2011) or IQ tests (Dwairy, 2004; Rudasill, Adelson, Callahan, Houlihan, & Keizer, 2012).”