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The proposal of Subotnik, Olszewski-Kubilius, and Worrell (see record 2012-24309-002) on rethinking giftedness and gifted education has a number of implications from an occupational/career decision-making perspective. In this examination of their ideas, consideration is given to the literature in vocational psychology/career development, the emerging findings on the occupational/career decisions of gifted adolescents, and the existing research in gifted education. The new model represents a timely platform and impetus for a constructive discussion and debate on rethinking and advancing the field of gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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In this study, an investigation was conducted into the nature of the attitudes of the general student body (comprising all students) toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, survey data were collected from 400 secondary students enrolled in a faith-based school system in Australia. Data were analyzed using exploratory factor analysis, latent class analysis, and multiple regression analysis. Among the study findings were: (a) student attitudes toward gifted students and gifted education exist along two dimensions (i.e., support for gifted student adaptations and perceptions of non-elitism), (b) students may be classified into three groups with distinct attitude profiles that differ from one another along these two dimensions (i.e., strong supporters of gifted students/gifted education, students with neutral attitudes toward gifted students/gifted education and non-supporters of gifted students/gifted education, comprising 13%, 82%, and 5% of students respectively), and (c) the key predictors of student attitudes are school administrative support, academic impact, respect for authority, knowledge of giftedness and contact with gifted persons. The contributions of the study to the research literature are discussed.
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Solving a novel problem has recently garnered some attention as a viable alternative to traditional explicit instruction in the preparation of students for learning. This study investigated the effectiveness of introducing problem-solving tasks and worked examples prior to explicit instruction, along with the use of contrast, for gifted and non-gifted adolescents. One hundred and ninety-nine students from academically selective government and Independent high schools participated in this study. The 2 × 2 × 2 research design that was used examined the effects of giftedness (i.e., gifted vs. non-gifted), instruction-type (i.e., problem-solving vs. worked examples), and structure (i.e., high vs low contrast materials) on the learning outcomes of transfer and procedural knowledge. The study also examined the impact of explicit instruction and invention-first instruction strategies on non-performance variables—self-efficacy, extraneous load, experience of knowledge gaps, and interest. The results of the study suggested that invention-first instruction may be more effective than example-first instruction in transfer, and that gifted students may benefit more from invention-first instruction than example-first instruction. The use of contrast materials was not found to affect performance. Furthermore, instruction was found to have no significant effects on the investigated non-performance variables. Collectively, these findings challenge the conventional teaching modality of explicit instruction in gifted education, and puts forward the possibility of the invention-first strategy as an effective instructional strategy for gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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This study investigated whether intellectually gifted students in Australia, with different levels of giftedness and cultural orientations, had different experiences of the forced-choice dilemma—choosing between the needs for peer acceptance and academic achievement. A random sample of 231 intellectually gifted students attending secondary school completed and returned a self-report questionnaire. The data were analyzed using factor analysis and multiple regression analysis. The study found some support for the hypothesis that level of intellectual giftedness was positively related to the experience of the forced-choice dilemma. It was also shown that those with medium-level vertical allocentric orientations toward the family were likely to be the most vulnerable to the phenomenon. Intellectually gifted male adolescents, intellectually gifted students in early adolescence, and intellectually gifted students with peers of different cultural backgrounds were additional groups identified as being at risk. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Little attention has been given to understanding motivational profiles among gifted students. Instead, much research suggests that gifted individuals are highly motivated and homogenous in their motivations. We clarified this by identifying four distinct profiles among gifted Year 9 and 10 students (N = 414) in science: Low Motivation, Low Self-Determination with Control, High Self-Determination, and High Self-Determination with High Motivation. In line with the study’s hypotheses, the High Self-Determination and High Self-Determination with High Motivation reported the most positive perceptions of need-supportive teaching and the highest engagement. In contrast, the Low Motivation and Low Self-Determination with Control yielded equally maladaptive engagement, illustrating that controlled motivation in the absence of self-determination did not yield any benefits relative to having low motivation overall. These findings underscore the need to consider the dynamic interactions among motivations at the person-centred level and qualitative differences in the motivation profiles of gifted students.
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