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Leaders influence their surroundings in many ways. In companies, leaders impact work satisfaction, commitment, and engagement (Kouzes & Posner, 2015). In schools, leaders affect student behavior and learning outcomes (Wallace, 2006). Utilizing the Productive Giftedness Model (Paik, 2013, 2015), the present research examines the individual aptitude, instructional, and environmental factors that influence the development of young leaders in Indonesia. Participants in the study were recruited by Indonesia Mengajar, a highly selective intervention program in Indonesia which aims to improve educational conditions around the nation through the mobilization and equipping of local stakeholders. In order to examine leader development from the early to later years, the study uses a mixed-method approach that includes an online survey and a structured interview. Findings from the study demonstrate that leaders are made through a combination of opportunity, support, and resources. Most importantly, findings point to the integral role parents and schools play in the development of leaders and leader-related skills. Parents, educators and policymakers should ensure that every child has access to favorable conditions that will help cultivate leader-related skills from an early age. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
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What is “productive giftedness” and why does it matter in talent development? Using the Productive Giftedness Model, the current study examines key environmental and psychosocial factors that influence productive outcomes (e.g., achievements, accomplishments, leadership, eminence). Defined as mastery and excellence, the “productive giftedness” of ten notable artists, athletes, innovators, scientists, and writers was systematically studied. Findings highlight both commonalities and differences across three developmental stages identified in this study: early exposure and support, talent cultivation, and continuous cultivation. The article focuses on home and school learning environments, key relationships, motivation, and time factors. In particular, parents (or caregivers), teachers, and mentors played a key role in their talent development. The model also highlights the role of alterable and contextual factors, which enhance or hinder access to opportunities, support, and resources. The overall findings confirm the greater importance of supportive conditions rather than innate talent alone. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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In 2009, Sonia Sotomayor made history as the first Latina and the third female Supreme Court Justice since 1789. Sotomayor’s journey took her from a single-parent home in a Bronx housing project to the Supreme Court. Although many women of color have succeeded, very little is known about their stories and what helped them to become accomplished (Kitano, 1998). Based on the Productive Giftedness Model (Paik, 2013, 2015), this chapter discusses key factors that led to Sotomayor’s success. As a biographical case study, content analyses helped determine key themes throughout her school and life experiences. Sotomayor exhibited “productive giftedness” early on through her achievements, determination, and skills, which led to productive outcomes such as academic excellence, awards, prestigious schools, and leadership opportunities (Paik, 2013). Key findings and implications include individual, instructional, and environmental factors such as motivation, family and school support, teachers, mentors, peers, and contextual factors. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: chapter)
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In this chapter, the authors focus on making giftedness productive. Though fundamentally psychological and educational, their approach is derivative of the "new economics" that broadly applies well-established economic principles to explain human behavior outside its traditional monetary purview, including learning, human and social capital, marriage, divorce, crime, addictions, suicide, and other phenomena (Becker, 1976). This economic approach employs only a few central ideas to parsimoniously explain and predict a wide variety of human behavior. The chapter looks at conceptions, and psychological explanations of productive giftedness. Toward that end, this chapter explains the findings of our research program and sets forth what makes for exceptional performance in school and in nonacademic pursuits. It summarizes our studies of the childhood traits and environments of eminent men of Western history and of 20th-century American women, as well as the family and school environments of 20th-century gifted adolescents. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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Despite one-dimensional stereotypes and barriers experienced by Asian American women, many have achieved prominence. We know very little about these stories, their lives, or what helped them to achieve beyond expectations. Based on the Productive Giftedness Model, the article identifies the common traits and supportive conditions that influence their success. To help illustrate these experiences, the article highlights the lives of 10 notable Asian American women across diverse professions. These women displayed “productive giftedness” as girls; they were accomplished, determined, and skillful early on, which led to excellence, awards, and leadership opportunities. Many also had supportive conditions including the investment of one or more adults. Parents, teachers, and mentors can further enhance these opportunities for Asian American girls. These general principles can be learned and applied to other groups as well. Supporting individual, instructional, and environmental factors can influence learning and achievement for girls in the early and school years. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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