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The National Association for Gifted Children (NAGC) periodically issues position papers that deal with issues, policies, and practices that have an impact on the education of gifted and talented students. When a need for clarification arises on a particular issue, policy, or practice, NAGC assembles a task force of experts, which in this case was the Gifted Terminology Task Force. This task force was formed in 2008 and collaborated to craft a position paper to represent the official convictions of the NAGC organization and to provide guidance for individuals working with gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). The development of ability or talent is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, or in actual achievement in a domain. As individuals mature through childhood to adolescence, however, achievement and high levels of motivation in the domain become the primary characteristics of their giftedness. Various factors can either enhance or inhibit the development and expression of abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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To understand and better serve the needs of the gifted, the field must produce quality research to inform practice. Far too often, recommendations in the field of gifted education are based on conventional wisdom or anecdotes instead of data-driven research. This book provides accessible introductory treatments of several modern analytic methods that can be used to advance our knowledge within the field of gifted education. It also alerts researchers about potential pitfalls of inferential statistics in general as well as analytical areas of particular concern within the field of giftedness. As someone who is passionate about both gifted education and research methodology, I am honored to be able to provide some comments about the techniques contained in this volume and to provide thoughts about future methodological directions for our field. This chapter contains three sections. First, I describe some of my own research within the field of gifted education. Then, I briefly describe studies that I am planning or contemplating that utilize some of the methodologies described in this book. Finally, I offer some thoughts on methodological issues that researchers in the field of gifted education should consider as they are planning their studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Talented students who are unmotivated to engage in academic tasks frustrate parents, educators, and psychologists (Colangelo, 2003; Renzulli, Reid, & Gubbins, 1991). When the National Research Center on the Gifted and Talented conducted a national survey of educator concerns, the underachievement of gifted students topped the list (Renzulli et al., 1991). It is similarly a concern of psychologists and counselors. Colangelo (2002) suggested the “most intense counseling focus” (p. 14) for gifted students is underachievement. Colangelo (2003) also noted that underachievement is the problem that counselors in his Center most often addressed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Motivation is generally regarded as an important component for success, in school and at work. Motivation provides the fuel to ignite abilities and transform them into achievements. Although natural talent or giftedness predicts academic and career success, motivation is the catalyst that allows ability to be harnessed to accomplish those great successes. Even when endowed with natural talent or potential, without adequate motivation, gifted students are unable to fully develop their talents. The word motivation comes from the Latin root moveo, which means “to move.” In the Merriam-Webster dictionary motivation is defined as the act or process of giving someone a reason for doing something. It is also described as a force or influence that causes someone to do something. These general definitions of motivation capture the emphasis on being moved to action. Deckers (2001) defines motivation as “inducing behavior”—stimuli that motivate us to take action are those that transform potential energy into kinetic energy. This transformation is literal and figurative. In the absence of motivation, ability or potential cannot be transformed into products or performance. Therefore, ability without motivation is like wind without a windmill. The energy produced by the wind must be harnessed to produce electricity. So too must ability be coupled with motivation to produce achievement. Often motivation and ability are pitted against each other. An admission of the importance of one of these traits is often perceived as an indictment of the other. In fact, a recent issue of Intelligence was devoted to answering the question “Is ability necessary to explain the development of expertise?” (Detterman, 2014, p. 1). Interestingly, the special issue treated as fact the necessity of motivation and deliberate practice on the development of expertise in a domain. Instead, the authors debated whether ability played any role in the development of expertise. We agree with Ackerman (2014) that achievement or performance in any domain requires ability and motivation: “In any theory of performance…, motivation is one of the two essential ingredients of performance (the other being the capacity to perform the behavior)” (p. 11; see also Chapter 17, this handbook). Although academic and occupational success appear to require ability and motivation, the relationship between giftedness and motivation is less clear. Are gifted students more motivated than other students? Are gifted adults more motivated than other adults? Does motivation manifest itself differently in the gifted? Is motivation more or less essential to the success of the gifted? Do traditional motivational theories apply to the gifted? Or are different theories necessary to explain the formation and role of motivation within gifted populations? In this chapter, we explore the empirical research on motivation as it relates to giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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In the Achievement Orientation Model, giftedness involves performance, rather than some measure of potential. Although we agree that individuals vary greatly on their potential to achieve, ultimately their accomplishments determine their giftedness rather than their latent potential. Therefore, our model supports a developmental perspective of giftedness that fits well with the work of those who support a talent development approach to giftedness. Although we do not attempt to address who is or is not gifted with our model, we do address what attitudes and beliefs gifted individuals possess when they pursue achievement. The Achievement Orientation Model addresses the beliefs individuals have about themselves and their environment when those conditions exist. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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- Entre 2000 y 2026 (6)