BurlesonK.LeachC. W.HarringtonD. M. (2005). Upward social comparison and self-concept: Inspiration and inferiority among art students in an advanced programme. British Journal of Social Psychology, 44, 109–123.
2.
ChinC.HarringtonD.BrafmanR.ShookB. (1997, April). The impact of artistic activities on adolescents' relationships. Poster presented at the annual meeting of the Western Psychological Association in Seattle, WA.
3.
ChinC. S. (2004). Social support for adolescent's artistic activities. Unpublished doctoral dissertation, University of California, Santa Cruz.
4.
ClarkG.ZimmermanE. (2004). Teaching talented art students: Principles and practices. New York: Teachers College Press.
5.
ColemanL. J.CrossT. L. (1993). Relationships between programming practices and outcomes in a summer residential school of gifted adolescents. Journal for the Education of the Gifted, 16, 420–441.
6.
CsikszentmihalyiM. (1996). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.
7.
GardnerH. (1980). Artful scribbles: The significance of children's drawings. New York: Basic Books.
McHughM. W. (2006). Governor's schools: Fostering the social and emotional well-being of gifted and talented students. Journal of Secondary Gifted Education, 27, 50–58.
SabolF. R. (2006). Development of visual arts talent in adolescence. In DixonF. A.MoonS. M. (Eds.), The handbook of secondary gifted education (pp. 221–247). Waco, TX: Prufrock Press.
13.
SloaneK. D.SosniakL. A. (1985). The development of accomplished sculptors. In BloomB. S. (Ed.), Developing talent in young people (pp. 90–138). New York: Ballantine Books.
14.
TorranceE. P. (1984). Mentor relationships: How they aid creative achievement, endure, change, and die. Buffalo, NY: Bearly Limited.
15.
ZimmermanE. (1992). A comparative study of two painting teachers of talented adolescents. Studies in Art Education, 33, 174–185.