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This study presents quantitative scientometric results on the development and main focus of publications on giftedness in the fields of psychology from German-speaking countries (PSYNDEX) and Anglo-American countries (PsycINFO) published between 1980 and 2014. In comparison with the literature on mental retardation/intellectual developmental disorders, the quantity of publications on giftedness (PSYNDEX: 1,066; PsycINFO: 8,572) amounts to one fifth. Both databases show a peak of publications in the 1980s and, again, a steady increase in publication numbers since the year 2000. For PSYNDEX, 38% of the publications refer to empirical studies with the quantity being rather stable since 2000. By contrast, 54% of the PsycINFO publications refer to empirical studies on giftedness and their number shows a steady increase since 2000. Approximately 80%of all publications refer to giftedness in school age (6–17 years old), while preschool age and adulthood are rarely studied. Publications focus mainly on giftedness in general cognitive, scholastic, mathematical, athletic, and musical ability while creative, verbal, nonverbal, or figural-spatial abilities are rarely studied. The implications of the results for research on giftedness are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This editorial briefly describes the articles featured in this issue of Gifted and Talented International. The featured articles have diverse range of topics—related to giftedness, talent development, educating gifted students, mathematically advanced students and their programs, psychological effects related to giftedness, theoretical studies and sociocultural perspectives of gifted development, and so on. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

In this study reasons for counselling the gifted and talented are investigated. The sample comprised 440 children (28.5% female) from a counselling centre for the gifted and talented. Reasons for counselling were assessed by a questionnaire and within the counselling sessions. Intelligence was tested with IQ-tests. It was examined how the reasons for counselling are related to children's gender, grade level (Kindergarten up the grade level 7), and intelligence (gifted versus non gifted). For boys and girls very similar reasons for counselling were found. However, some reasons are related to grade level and giftedness. Results are discussed with respect to practical implications for counsellor education and training. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The implicit theories teachers hold about the gifted influence their perception of and behavior toward highly able students, thus impacting the latter's educational opportunities. Two persistent stereotypes about the gifted can be distinguished: the harmony hypothesis (gifted students are superior in almost all domains) and the disharmony hypothesis (giftedness implies maladaptive social behavior and emotional problems). The present study investigated whether teachers' implicit personality theories about the gifted are in line with the harmony or the disharmony hypothesis. Using an experimental vignette approach, we examined 321 prospective and practicing teachers' implicit personality theories (based on the big five personality framework) about students described along three dimensions (ability level, gender, and age, resulting in 8 different vignettes), controlling for teachers' age, gender, experience with gifted students, and knowledge about giftedness. Ability level had the strongest effect on teachers' ratings (partial η² = .60). Students described as gifted were perceived as more open to new experiences, more introverted, less emotionally stable, and less agreeable (all ps < .001). No differences were found for conscientiousness. Gender and its interaction with ability level had a small effect (partial η²s = .04 and .03). Thus, teachers' implicit personality theories about the gifted were in line with the disharmony hypothesis. Possible consequences for gifted identification and education are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children ( M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted for the overall sample and by grade (n Grade1&2 = 830; n Grade3&4 = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first‐born children more accurately than last‐born children. Higher‐educated parents showed higher judgment accuracy. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Giftedness and talent are central for understanding and fostering human potential and represent important and exciting research topics. In recent years, numerous new findings on these topics have appeared, some of them as systematic overviews in the form of literature reviews or meta-analyses. This book summarizes important new findings, results, and conceptions. It presents information on the identification and assessment of giftedness and talent and on special fostering options and programs in particular. The book concentrates on the core basics for entering the subject area and provides references to further literature, especially on topics that receive less attention in this book but are nevertheless of great relevance. It is useful for training educators and psychologists, for example, within a seminar. The book begins with the basic question of what giftedness is and how it relates to exceptional performance. It discusses the role that intelligence and creativity play in giftedness, and presents basic knowledge about both constructs. Furthermore, regarding the connection between giftedness and exceptional performance, the book offers a critical perspective on the respective contributions of the differential approach of giftedness research and of expertise research. It discusses three pioneering longitudinal studies with gifted students: the Terman Study and the Study of Mathematically Precocious Youth from the USA and the Marburg Gifted Project from Germany. The book describes the relationship between intelligence and academic achievement, and distinguishes between implicit and explicit theories of giftedness, and the harmony and the disharmony hypothesis. It deals with how gifted students can be identified. Intelligence tests continue to play a central role here, and one will learn what to consider when selecting intelligence tests for giftedness diagnostics and about the problem of ceiling effects in many of the available test procedures. Finally, the book examines supporting gifted students in school and early childhood education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

There are different views on whether perfectionism is a characteristic of intellectually gifted students. Over the last decades, comparative studies of intellectually gifted and non-gifted students have produced inconsistent results. This heterogeneity in findings might be explained by underpowered studies and the multidimensional nature of perfectionism, comprising two broader dimensions: perfectionistic concerns and perfectionistic strivings. Whereas perfectionistic concerns are clearly maladaptive, perfectionistic strivings frequently positively relate to academic and psychological adjustment. We meta-analytically aggregated 32 effect sizes from 10 comparative studies ( N = 4340) to investigate to what extent intellectually gifted and non-gifted students differ in perfectionistic concerns and perfectionistic strivings. Intellectually gifted students displayed equal levels of perfectionistic concerns compared to non-gifted students ( g = −0.117, 95% CI [−0.337, 0.103], p = .252) but displayed elevated levels of perfectionistic strivings ( g = 0.332, 95% CI [0.092, 0.572], p = .012). The magnitude of the effect sizes indicates that perfectionism is not a core characteristic of giftedness. In particular, giftedness is not related to inherently maladaptive forms of perfectionism. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Stereotypes influence teachers’ perception of and behaviour towards students, thus shaping students’ learning opportunities. The present study investigated how 315 Australian pre-service teachers’ stereotypes about giftedness and gender are related to their perception of students’ intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers’ responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students’ adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers’ beliefs. Consequences of stereotyping and implications for teacher education are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

The level and profile of academic achievements affect students’ development in education and beyond. However, the utility of profile interpretation is a matter of debate and there is limited knowledge on the development of academic profiles. Conversely, for research of cognitive ability profiles, specifically differentiation processes, theories and statistical tools have already been developed. Taking advantage of the conceptual and theoretical framework as well as the methodological toolbox of differentiation research, we carried out two studies on academic profile formation. The academic achievement of Luxembourgish Students in German, French, and Math was assessed with standardized tests in both studies. Study 1 examined differentiation of academic achievement with longitudinal data of 1,848 students tested in Grades 5 and 7 ( M ageT1 = 10.62, SD ageT1 = 0.66). We found more balanced academic profiles with increasing achievement level, more balanced profiles with increasing grade level, and a stronger grade level effect for higher achieving students. Study 2 analyzed cross-sectional data from 5,235 Grade 9 students ( M age = 14.97, SD age = 1.04) who attended either an academic track or a vocational track to examine the effect of different educational contexts on differentiation. There were no substantial differences between the tracks regarding profile differentiation. The results overall indicate that academic profiles become more even over time, especially in high-achieving students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Impact statementThis study finds that high-achieving students in Luxembourg scored more similarly on academic tests in different domains than low-achieving students, who had more pronounced strengths and weaknesses. Students in higher grades also scored more similarly than students in lower grades. This finding suggests that for older and higher-achieving students, the focus in school may be more on high performance in all domains than on exceptional performance in one specific domain. This is conducive to high grade point average, but may be problematic for domain-specific talent development, which requires specialization and a focus on individual strengths. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Self-Control can be defined as the self-initiated effortful process that enables individuals to resist temptation impulses. It is relevant for conducting a healthy and successful life. For university students, Grass et al. found that Need for Cognition as the tendency to engage in and enjoy thinking, and Action Orientation as the flexible recruitment of control resources in cognitively demanding situations, predict Self-Control. Further, Action Orientation partially mediated the relation between Need for Cognition and Self-Control. In the present conceptual replication study, we investigated the relations between Self-Control, Need for Cognition, and Action Orientation in adolescence ( N = 892 9 th graders) as a pivotal period for the development of self-control. We replicated the findings that Need for Cognition and Action Orientation predict Self-Control and that Action Orientation partially mediates the relation between Need for Cognition and Self-Control. In addition, Action Orientation moderates the relation between Need for Cognition and Self-Control. This result implies that in more action-oriented students Need for Cognition more strongly predicted Self-Control than in less action-oriented students. Our findings strengthen theoretical assumptions that Need for Cognition and Action Orientation are important cognitive and behavioral mechanisms that contribute to the successful exertion of Self-Control. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)