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3.5.4 Family and school connectedness in the development of creative and critical thinking self-efficacy

This study aimed to examine the relationships between family and school connectedness on students’ creative and critical thinking self-efficacy. Academically talented students (n=1,424) from fourth- to sixth grade in Hong Kong completed a questionnaire. Results suggest that both family and school connectedness are positively associated with creative and critical thinking self-efficacy. Although school connectedness accounts for additional variance in creative and critical thinking self-efficacy after controlling for family connectedness, family and school connectedness only account for 18% of the variance in creative and critical thinking self-efficacy. Implications to researchers and educators will be discussed.

Author(s):

Ricci W. Fong
riccifong@eduhk.hk
The Education University of Hong Kong
Hong Kong

Ricci W. Fong (PhD) is an Assistant Professor in the Department of Curriculum and Instruction at the Education University of Hong Kong. Her current research centers on the influence of perfectionism on Chinese students (including the gifted and talented), students' psychological strengths and well-being development. Her work has been shared in various academic conferences and publications, as well as in schools and professional bodies, such as the Hong Kong Psychological Society (HKPS), the Gifted School Network, and the Hong Kong Academy for Gifted Education (HKAGE).