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The aim of this review is to synthesize the results of multiple studies that measured teachers’ attitudes towards gifted students and their education. A total of 1,356 references, 28 of which met our selection criteria, were identified through a literature search. The results suggest that teachers generally have a positive attitude toward the needs of gifted students. However, their attitudes toward pedagogical interventions, especially those that remove the child from their reference classroom, are more negative. The literature has tested several predictors of attitudes, but few have shown a robust effect, and the studies are difficult to compare due to significant methodological differences. However, interactions with gifted individuals and personal self-efficacy appear to be the most significant. Finally, there appear to be differences by country of origin related to the concept of giftedness. Further studies are necessary to confirm the impact of these variables and potential cultural differences. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)
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The notion of “high learning potential” (HLP) or “giftedness” is a captivating subject that poses challenges to psychologists in assessing human potential. Internationally, the concept is surrounded by various representations within the general population, which are often conveyed by the media. However, some of these representations need to be revised in light of data from scientific literature. While contemporary theoretical models adopt a developmental approach to HLP, its nature and identification remain sources of debate among researchers. This review article explores cross-cultural studies on defining and identifying gifted students according to different cultures and their value systems. Our literature analysis reveals that giftedness is not a uniform concept on an international scale, with researchers attributing varied characteristics to students identified as “gifted” or “HLP.” Nevertheless, a consensus emerges on the need to adapt educational practices to meet the specific needs of these students. This article aims to inform researchers and psychologists about the multiple meanings of HLP and shed light on how evidence-based educational adjustments could be implemented for these gifted students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLe haut potentiel (HP) constitue un sujet captivant qui pose des défis à la pratique des psychologues dans l’évaluation du potentiel humain. À l’échelle internationale, le concept est entouré de diverses représentations au sein de la population générale, souvent véhiculées par les médias. Cependant, certaines de ces représentations s’avèrent incompatibles avec les données issues de la littérature scientifique. Bien que les modèles théoriques contemporains adoptent une approche développementale du HP, la nature et l’identification de ce dernier restent sources de débats parmi les chercheurs. Cette revue synthétique explore les études interculturelles portant sur la définition et l’identification des élèves à HP en fonction des cultures et de leurs systèmes de valeurs. Notre analyse bibliographique révèle que le HP n’est pas un concept unitaire à l’échelle internationale, les chercheurs attribuant des caractéristiques variées aux élèves identifiés comme étant à HP. Toutefois, un consensus émerge sur la nécessité d’adapter les pratiques pédagogiques pour répondre aux besoins spécifiques de ces élèves. L’objectif de cet article est d’informer les chercheurs et les psychologues sur les multiples significations du HP et de préciser la perspective de mise en œuvre d’aménagements pédagogiques fon- dés sur des données probantes pour ces élèves à HP. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)
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Tipo de recurso
- Journal Article (2)
Año de publicación
- Entre 2000 y 2026 (2)