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  • Ziegler, A., & Phillipson, S. N. (2012). Exceptionality and gifted education: A re-examination of its hard core. High Ability Studies, 23(2), 133–142. APA PsycInfo® (1317828305; 2012-30863-003). https://doi.org/10.1080/13598139.2012.736221

    Reply by the current authors to the comments made on the original article (see record 2012-16824-002). The commentaries to our target article Towards a systemic theory of gifted education differed in their assessments of the various arguments we put forward. Of the more than 40 responses to our target article, 27 responses were chosen as being representative of all commentaries. We grouped the responses according to the main points in our target article, including our claims that current approaches to gifted education are ineffective, current models of giftedness are generally flawed, and systemic models of giftedness represent an advancement in the way that giftedness can be understood. Next, we outlined a systems approach to gifted education, based on the actiotope model of giftedness as its theoretical foundation. Finally, we argued that the systemic theory of gifted education represents a paradigm shift in the way we view the development of exceptionality. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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  • Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3–30. APA PsycInfo® (1030206269; 2012-16824-002). https://doi.org/10.1080/13598139.2012.679085

    In this target article, we argue that current approaches to gifted education are based on the erroneous view that to understand the development of exceptionality we need to understand firstly the components of giftedness, including cognitive such as intelligence and non-cognitive factors such as motivation. In contrast, systemic approaches to understanding exceptionality focuses on the interactions of these components where it is important to firstly understand the system that leads to exceptionality before it is possible to understand its components. After analyzing the weaknesses of current approaches to gifted education we then present three central arguments for the need for a paradigm shift. This is followed by an introduction of constructs of a systemic approach of gifted education. Using the Actiotope Model of Giftedness to understand the development of exceptionality, this article describes the basic principles of a gifted education that is based on this systemic approach. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

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  • Schick, H., & Phillipson, S. N. (2009). Learning motivation and performance excellence in adolescents with high intellectual potential: What really matters? High Ability Studies, 20(1), 15–37. APA PsycInfo® (622014798; 2009-08775-003). https://doi.org/10.1080/13598130902879366

    In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self-efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self-reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as achievers or underachievers, ninth-grade students were administered a battery of self-report instruments, designed to measure learning motivation, school environment, self-efficacy, and personal identity. After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity-style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

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  • Lafferty, K., Phillipson, S. N., & Costello, S. (2021). Educational Resources And Gender Norms: An examination of the Actiotope Model of Giftedness and social gender norms on achievement. High Ability Studies, 32(2), 171–187. APA PsycInfo® (2417046304; 2020-45308-001). https://doi.org/10.1080/13598139.2020.1768056

    The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

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  • Phillipson, S. N., Alamer, S. M., & Phillipson, S. (2024). The Saudi educational and learning capitals–perspectives from gifted and non-gifted students and their parents. High Ability Studies, 35(2), 167. APA PsycInfo® (3069319807; 2024-91597-001). https://doi.org/10.1080/13598139.2024.2359399

    Evaluations of gifted education in the Kingdom of Saudi Arabia are hampered by the lack of clear policy objectives as well as practical difficulties in obtaining data. Furthermore, it is unclear if the specific needs of gifted students are unique or shared across non-gifted students. In the current research, both gifted and non-gifted Saudi students ( n = 284) and their parents completed Saudi-language versions of the Student Educational and Learning Capitals Questionnaire and the Family Educational and Learning Capitals Questionnaire, respectively, to assess the availability of 11 educational and learning capitals. Additionally, parents reported the major challenges to their child’s learning and what they did to support their children. Rasch modeling was used to assess the measurement properties of the two instruments and to transform the raw scores into Rasch scores (logits). The results indicated that gifted students and their parents differed in their evaluations of economic and social educational capitals, as well as organismic, telic, and attentional learning capitals that support their learning success, with estimates of effect size ranging from small to large. However, the differences between non-gifted students and their parents are similar, showing that the challenges facing Saudi gifted students are shared more generally among non-gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

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  • Alamer, S. M., Phillipson, S. N., Phillipson, S., & Al Fafi, A. I. (2023). The Saudigifted educational and learning environment: Parents and student perspectives. High Ability Studies, 34(1), 109–130. APA PsycInfo® (2666559970; 2022-63634-001). https://doi.org/10.1080/13598139.2022.2072273

    Despite a history dating from 1969, the current status of the Saudi gifted education environment is yet to be fully determined. Saudi gifted students and their parents were asked to complete Saudi-language versions of the Family Educational and Learning Capitals Questionnaire and the Student Educational and Learning Capitals Questionnaire to assess participant perceptions of the availability the 11 educational and learning capitals of the Actiotope Model of Giftedness. After transforming the responses into Rasch measures, matched paired comparisons of nearly 100 Saudi parents and their children were obtained. Our findings indicate that parents and their children differ in terms of their perceptions in the availability of four of the five educational capitals ( economic, infrastructural, didactic, and aspirational capital), and three of the five learning capitals ( attentional, actional and episodic capitals). We discuss the origins of both these differences and similarities before outlining the implications of our findings in terms of the effectiveness of the learning environment to support gifted education in the Kingdom of Saudi Arabia. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

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