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The essays in this special issue of Gifted Education International focus on issues in the terminology of the gifted field, especially the terms “gifted” and “giftedness” themselves. We summarize the contributors' arguments and propose ten common themes that emerge from the essays: 1. Be clear about what terms actually mean. 2. Promote giftedness as being about maximizing opportunity, not elitism. 3. Achieve equity so that all have equal opportunities. 4. If you identify individuals as “gifted,” use multiple and diverse measures. 5. Move beyond IQ and other narrow constructs. 6. Giftedness is dynamic, not just a permanent state. Who is gifted and how they are gifted can change over time and sociocultural and other contexts. 7. Motivation to achieve and to make a difference is more important than static abilities. 8. What matters is what you achieve, not just what you could achieve. 9. Focus on achieving a collective or common good. 10. Focus on instruction to help maximize on potential, not on identification. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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This study explores talent-development trajectories of early-career chemical engineers to identify key components for success in the field using the talent development megamodel as a theoretical framework. Interviews with 12 recent PhD graduates reveal a trajectory across four developmental stages: (a) math ability and science ability, (b) chemical engineering competence and specialization competence, and (c) expertise/creative productivity. Teachable components include cognitive skills (e.g., strong math/science foundation, problem-solving), metacognitive skills (e.g., experimental design, project management), motivational skills (e.g., perseverance, learning from failures), and psychosocial skills (e.g., communication, collaboration) at different stages. The study highlights the importance of early experiences, mentorship, and continuous learning in fostering success in chemical engineering. Understanding field-specific talent development can inform targeted initiatives to address workforce gaps and promote STEM talent.
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Researchers have argued that many leaders, such as CEOs and politicians, tend to possess narcissistic traits. At healthy and productive levels, narcissistic traits, such as self-promotion, may actually be an advantage to achieving success in some fields. Yet, few researchers have explored gifted narcissists as a twice-exceptionality. This article discusses the gifted narcissist profile and grandiose narcissism in particular. Following a brief introduction to key terms, the gifted narcissist profile is explored through the augmented theory of successful intelligence. The impact of giftedness on individuals with a narcissistic personality disorder is discussed in terms of positive and negative effects. Presidents, autocratic leaders, and cult leaders are presented as examples of gifted grandiose narcissists. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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This study investigated middle school students’ beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes ( n = 36) and one gifted class ( n = 16) at a public school in the U.S. Midwest completed a survey and a vignettes task. Results revealed that participants associated intelligence with school and non-school intelligence, knowledge and learning, smartness, and motivation. They associated academic giftedness with intelligence, motivation, school achievement, and high ability. Participants were more certain young children could grow intelligence. Most participants endorsed incremental views of intelligence and giftedness. This was more evident in students holding an incremental belief about intelligence, and in non-gifted students. Gifted participants and those holding an incremental belief about intelligence placed more value on motivation and learning. Theoretical and practical implications were discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)
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The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented abilities. Drawing upon the Engagement, Perseverance, Optimism, Connectedness, and Happiness model (EPOCH), along with measures of hope and metacognition, BEM-e provides a comprehensive approach to talent identification and service. The model emphasizes the holistic development of individuals by considering affective factors, engagement, perseverance, optimism, connectedness, happiness, hope, and metacognition. Additionally, dynamic assessment is integrated during the implementation of BEM-e modules, allowing for personalized and adaptive identification processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)
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This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transformational giftedness (self and other-transformation combined), self-realized giftedness (whereby one transforms oneself but not others), and other-realized giftedness (whereby one transforms others but not oneself). We open with a discussion of some of the history of conceptions of giftedness. Then we discuss transformational giftedness as it has been defined in the recent past. We then introduce our concepts of self- and other-transformation. We also describe two other kinds of giftedness—inert giftedness, which is giftedness in personal attributes that has not been realized in interactions with others and the world; and transactional giftedness, which is a give-and-take form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted. We finally conclude that the gifted movement needs to focus much more on developing transformational giftedness, or at least the potential for it, in our young people. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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