ABSTRACT

To gain a deep and integrative understanding of the conditions associated with academic talent development, a cross-case qualitative study was conducted wherein six National Merit Scholars and their parents were interviewed. Findings from each case study pertaining to home, school, and personal conditions were revealed. Cross-case analysis revealed that the Scholars were raised in enriched two-parent homes with multiple children by well-educated parents. In that home environment, the Scholars showed precocious abilities and acquired positive values about educational success. Children emerged from their early home environments highly motivated, independent, and hard-working. Thereafter, parents had minimal involvement in students’ academic success. Schooling played an important role too. Scholars benefited from an assortment of special educational opportunities such as home-schooling and programs for academically gifted. Scholars were also positively influenced by peers, and they engaged in many activities outside academics. Results generally fit with the talent literature with two exceptions: (a) Scholars did not demonstrate a singleness of purpose and (b) parents seemingly had minimal involvement in their child’s academic success during the school years.

摘要

为了深入了解与学术人才发展相关的条件，我们进行了一项跨案例的定性研究，对六位国家优秀学者及其父母进行了采访。揭示了每个案例研究中有关家庭，学校和个人条件的发现。跨案例分析显示，学者是受过良好教育的父母在富裕的，有多个孩子的双亲家庭中长大的。在这样的家庭环境中，学者们表现出了早熟的能力，并获得了关于教育成功的积极价值。孩子们从积极进取，独立自主，勤奋工作的早期家庭环境中脱颖而出。此后，父母对学生学业成绩的参与降至最低。学校教育也发挥了重要作用。各种各样的特殊教育机会使学者受益匪浅，例如在家上学和有天赋的学者计划。学者们也受到同龄人的积极影响，他们从事学术界以外的许多活动。结果通常与人才文献相符，但有两个例外：（a）学者没有表现出单一的目的，并且（b）父母似乎在学年中对孩子的学业成功的参与很小。