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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)

Mental health providers in schools and the community are likely to see gifted clients who have high ability in one or more domains, and who represent a range of achievement levels, concerns, and contexts. This chapter underscores the importance of not only being knowledgeable about the potential impact of giftedness on a presenting issue, development, or wellbeing, but also of approaching practice accordingly. When giftedness is involved, providers should communicate respect for cognitive and affective aspects (Peterson, 2015). However, other areas are also discussed, such as therapist postures and biases, perspectives related to case conceptualization, clinically based theories important for practice, and approaches. Throughout, counseling refers to what helping professionals do, whether they are school psychologists, school or mental health counselors, counseling or clinical psychologists, psychiatrists, family therapists, or social workers. The phrase characteristics associated with giftedness refers to heightened sensitivity to environmental stimuli because of rapid information-processing (Mendaglio, 2007), anxiety (Tsui & Mazzocco, 2006), overexcitabilities (Probst & Piechowski, 2012), intensity (Daniels & Piechowski, 2009), and asynchronous development (Silverman, 2013), all of these are especially pertinent to social and emotional development and counseling practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Our economy and quality of life increasingly depend on innovative ideas and products, and businesses and society in general are calling for more creativity in our communities. This is being seen in schools, with an emphasis on problem solving and creativity in the curriculum, such as can be found in efforts to focus K–12 education on 21st century skills (Plucker, Kaufman, & Beghetto, 2015). Although there are increasing amounts of research on how to enhance creativity in the classroom, teaching for creativity is not a common practice in most K–12 schools (Sternberg, 2015). For example, Schacter, Thum, and Zifkin (2006) found on average that teachers perform very few creative behaviors. Many teachers know little about how to implement interventions for creativity enhancement, and they may even feel reluctant to learn how to approach the topic. In this chapter, we review the major theoretical work that underlies intervention efforts, review specific techniques and strategies for fostering creativity, and examine broader policy issues that may impact creativity enhancement efforts. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

For most people, talent development is the implementation of specific resources aimed at fostering the growth of outstanding performances in specific occupational fields: natural and social sciences, technology, visual and performing arts, health and education, commerce, sports, and so forth. Considering this handbook focuses on the field of gifted education, this chapter similarly adopts as its focus the emergence of outstanding school achievements, from kindergarten forward. I analyze academic talent development (ATD) from two distinct perspectives: theoretical and practical. Each of these perspectives can be circumscribed by the following questions. Which personal and contextual causal influences contribute significantly to the emergence of excellence in school subjects? Which educational resources will maximize the transformation of outstanding aptitudes into academic excellence? These two questions will guide the contents of this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness as a concept has evolved in history to become an entity of its own, on which conceptual, social, and educational enterprises have been built. Conceptually, whether what we call giftedness denotes an essence or quality that holds its identity, unity, and continuity relies on empirical verification in differential and developmental psychology research as well as theoretical and practical justifications. Socially, whether giftedness as a social construct serves an equitable, productive social cause or the public good relies on the affirmation of cultural values as well as cognizance of the nature of this precious human capital. Educationally, effective identification and education for the gifted and talented depends on a deep understanding of the nature and nurture of human potential. In this chapter, I provide an overview of the 100-year history of searching for this elusive human quality or exceptionality, delineating major historical periods and identifying related issues. I provide a critique of the construct of giftedness and its history, and discuss alternative ways to build on the legacy and move forward. The chapter concludes with the argument that a talent development approach to understanding human exceptional competence in the form of increasing differentiation and multiple developmental trajectories/pathways (involving nature and nurture) leading to various forms, kinds, and degrees of talent, high-level expertise, and creativity will help us get out of the conceptual quagmire and better guide educational policy and practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter addresses the status of gifted education in several Middle Eastern countries. It includes a brief history and description of the main studies that informed the development of subsequent gifted education in the Arab countries, which constitute the majority of countries in the Middle East. I describe the institutional, public, and private support for gifted students in six Middle Eastern countries, and explain why I choose to focus on these countries and not some of the other countries in this region. The chapter concludes with a list of tests in use for identifying giftedness in the relevant languages: Arabic and Hebrew (See Appendix 8.1). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Family is the first and often most powerful influence on a developing child, impacting the existence and quality of educational opportunities, promoting productive mindsets and meaningful values and beliefs, and encouraging cognitive, social, psychological, and emotional growth. For a gifted child, the influence of family can determine whether talent is recognized and allowed to flourish. In this chapter, we present research findings on the psychological aspects of family functioning as they affect talent development. We also discuss parenting within a general conceptual and developmental model for talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, we try to note wherever presence or absence of privilege may mediate or moderate the results of investigations. What follows is an attempt to highlight all the research at the intersection of giftedness and gender—with attention to other intersectionalities that may make it more or less likely that a gifted girl will achieve eminence in her field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Negative responses to the proposal that eminence should be the ultimate outcome of gifted education was surprising to us, especially as this outcome emerged from the extant literature (e.g., Albert, 1992a). As should be the case, the responses led us to revisit the proposed role of eminence in a formulation of gifted education. We concluded that we did not articulate what we meant as clearly as we intended, an omission that this chapter attempts to rectify by incorporating our most recent thinking on this issue. Additionally, much of the pushback against eminence is based on a misunderstanding of the concept and the process by which eminence is attained. To set the stage for addressing these misconceptions, we discuss definitions of eminence, and propose a definition of our own (see also Chapter 18, this handbook). We review some of the definitions of giftedness and talent in our field, and the reasons why individuals are identified for gifted and talented programs. We also highlight the similarities between the goals of gifted education in several of the well-known models of gifted education and the quest for eminence, drawing from the extant literature on outstanding performers as well as more popular media, and addressing the focus on a small elite population. We also discuss eminence in relation to groups that are underrepresented in gifted and talented education programs in school. Finally, we conclude with a rationale for proposing eminence as a goal for gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Globalization in economy and in education has highlighted the importance of developing top students for global competition in various fields in Asian countries (Ibata-Arens, 2012). In response to the increasing demand for national talents, many Asian countries have actively moved to develop some form of gifted education. Generally, Western conceptions of giftedness, largely the Euro-American perspectives, provide the theoretical basis for the development of educational programs, procedures for the identification of gifted children, program delivery, and methods of instruction (Wu, Cho, & Munandar, 2000). However, Asian countries differ among themselves in the pace of gifted education development, and the policies and actual practices of gifted program provision. Globalization has also brought about the realization of the diversity of cultures and contexts, including the different cultural conceptions of giftedness. Although it is tempting to define a homogeneous Asian conception of giftedness, it soon becomes apparent that it is not possible nor is it desirable. Asians come from some 50 countries in five geographical regions: Central Asia, Eastern Asia, Southern Asia, Southeastern Asia, and Western Asia. Historically, each of these regions has pursued very different social and political paths, and countries in these regions are not necessarily homogenous ethnically. Although some countries, such as Japan and South Korea, are relatively homogeneous ethnically, others, such as India, Indonesia, Malaysia, and the Philippines, have several distinct ethnic groups. Despite the amazing diversity, when the development of gifted education is considered, attention has often been drawn to those countries where a period of sustained economic prosperity has brought about significant investment in education by their governments or the private sectors. These countries or regions include China, Hong Kong, Taiwan, Japan, and South Korea in Eastern Asia, and India, Indonesia, Malaysia, the Philippines, Singapore, and Thailand in Southern and Southeastern Asia. The focus of this chapter will be on the development of gifted education in these 11 Asian countries or regions, especially those in Eastern Asia. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

To understand giftedness, and particularly intellectual giftedness, one must understand intelligence. But what is intelligence? In 1921, when the editors of the Journal of Educational Psychology asked 14 famous psychologists that question, the responses varied, but generally embraced two themes. First, intelligence involves the capacity to learn from experience. Second, it involves the ability to adapt to the surrounding environment. Sixty-five years later, 24 cognitive psychologists with expertise in intelligence research were asked the same question (Sternberg & Detterman, 1986). They, too, underscored the importance of learning from experience and adapting to the environment. They also broadened the definition to emphasize the importance of metacognition—people’s understanding and control of their own thinking processes. Contemporary experts also more heavily emphasized the role of culture. They pointed out that what is considered intelligent in one culture may be considered less intelligent in another culture (Ang, Van Dyne, & Tan, 2011). To summarize, intelligence is the capacity to learn from experience, using metacognitive processes to enhance learning, and the ability to adapt to the surrounding environment; it may require different adaptations within different social and cultural contexts (Niu & Brass, 2011; Saklofske, van de Vijver, Oakland, Mpofu, & Suzuki, 2015; Sternberg, 2004). According to the Oxford English Dictionary, the word intelligence entered our language in about the 12th century. Today, we can look up intelligence in numerous dictionaries, but most of us still have our own implicit ideas about what it means to be smart. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, we focus on research that is most pertinent to gifted education. We begin with an overview of the constructs (organized within the three original pillars of positive psychology) relevant to youth, education, and gifted education. First, we offer a working definition of giftedness and gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This handbook incorporates the most recent thinking and cutting-edge research from a wide range of fields related to gifted education, including developmental and social psychology, the neurosciences, cognitive science, and education. It consists of six sections: History and global perspectives on the gifted field and talent development; Theories and conceptions of giftedness and talent development; Gifted identification and assessment; Gifted education; Psychological considerations in understanding the gifted (e.g., the family, social and emotional considerations, friendships and peer relations); and Special issues facing the gifted (e.g., policy and legal issues; the twice exceptional learner; underachievement and the gifted; ADHD and the gifted; suicide; perfectionism; bullying). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: publicity materials)

Considerations in designing and developing curriculum for gifted students is a dynamic enterprise, influenced by many factors in the larger environment of education and the field of gifted education itself. Standards debates, ethics infractions, the development of new models, methods, and materials all influence how we view curriculum for gifted students and its essential components. This chapter addresses considerations considered universal and timeless, as well as newer considerations on the basis of contemporary topics. The context is aimed at K–12 educational landscapes, although the ideas have salience for college experiences at the undergraduate level as well. The chapter lays out the considerations for development of a specialized curriculum for gifted students, and the features of designing such curriculum. It concludes with a checklist that may be used for purposes of development and design on the basis of the commentary provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter discusses key aspects of instructional practices and teaching strategies that allow teachers to respond to the needs of gifted students and to promote effective learning for this population. It begins with a discussion of some of the foundations and support structures that underscore instruction appropriate for gifted learners, as well as some of the essential components of that instruction. Several instructional approaches and strategies prevalent in the gifted education literature also are outlined. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Perfectionism frequently emerges as a concern for parents, educators, and counselors of intellectually gifted students. For those whose achievement is not commensurate with their ability, or for those who indicate psychological distress through stress, anxiety, or depression, the possibility of perfectionism as a contributing factor is frequently explored. Consequently, a considerable body of literature has developed over the past two decades as professionals have attempted to construct a thorough understanding of perfectionism in the gifted population. Theoretical contributions and research studies examining perfectionism in gifted individuals center on four broad themes: development, with a focus on identifying antecedent factors that shape the type, degree, and incidence of perfectionism; typologies, with a focus on understanding different “types” of perfectionism primarily through cluster analyses; incidence, with a focus on determining if perfectionism (and if, what types) may be more prevalent among the gifted than the general population, or within the gifted population depending on cultural group, grade level, gender, or birth order; and outcomes with a focus on understanding how perfectionism may relate to psychological and educational outcomes. The purpose of this chapter is twofold. The first goal is to provide a synthesis and analysis of the current body of literature according to these four themes. A second goal is to outline recommendations for future research that both addresses current gaps in the literature and effectively situates the study of giftedness and perfectionism within the broader context of current perfectionism research. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, we apply personality systems interactions (PSI) theory to educational sciences. PSI theory does not only provide a rich theoretical basis but also manifold diagnostic tools for the assessment of self-competencies. A thorough diagnostic of self-competencies is useful for exploring developmental and promotional possibilities of children. Furthermore, assessing the self-competencies of pedagogues has the potential of enriching and partly redirecting many areas of educational sciences that deal with the personality and motivation of the stakeholder. According to PSI theory, pedagogues need to strengthen their own self-competencies to develop an authentic professional stance. Only pedagogues who are authentic in their pedagogic stance (e.g., on topics of inclusion) are able to successfully promote the development of children’s self-competencies in nurseries, kindergartens, and schools. A basic assumption and central finding of PSI theory is that self-competencies are developed in "good relationships.” We functionally explain this notion on the basis of PSI theory. Furthermore, we elaborate on trainings for the development of self-competencies. Taken together, our application of PSI theory to educational sciences highlights three important agendas: (a) individualization: taking into account the child’s individual personality, (b) teacher personality: including teacher personality in didactic considerations, and (c) development orientation: rethinking teaching and learning methods against the background of potential development. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, the authors go beyond twice exceptional (2e) by taking into account the intersection of giftedness, disability, and cultural identities that can significantly shape the experience of students in school. The authors illustrate the importance of this intersection through a case study of a high-ability African American student with a learning disability, and they discuss the academic, personal/social, and career implications for bringing out the best in culturally diverse 2e students. The authors also offer practical solutions and strategies for teachers and school counselors to collaborate with families to promote the student success of 2e students with multiple identities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author discusses attention deficit hyperactivity disorder (ADHD) in this chapter. The author argues that educators should view ADHD through a new lens—as ADHG (attention divergent hyperactive gifted)—and he discusses the implications of this approach for educators as they create classrooms environments to foster creativity. The author believes that such a paradigm shift in our conceptualization of ADHD would shift the focus from remediation to the motivation, strengths, perseverance, and resilience that make students with ADHD so special. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This book is an attempt to present the most up-to-date review of the science of supporting twice exceptional (2e) children, written by the leaders of the field. But which children fall within the purview of 2e? I wanted to give autonomy to the experts in this volume to define 2e as they wished (as long as they explicitly defined it somewhere) and to present their own perspectives on the identification and/ or support of 2e. Nevertheless, for the sake of a coherent structure to the book, I present a modified version of a definition that reached consensus among 26 organizations that support the research and educational needs of 2e students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)