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This article stresses the social importance of the problem of giftedness and in this connection the necessity to clarify this concept scientifically. The history of this problem reveals the origins of reduction of the concept and the wide-spread notion of giftedness as "intelligence level above average."There are two reasons of it: 1) Galton's components of giftedness were put into a complex; 2) there were no measuring techniques of this complex. The unit of the analysis of giftedness was formed after Galton's notion of giftedness as comprised of components was supplemented with the method of measurement -"systematic observation"- and understood as an ability to generate activity at one's own initiative. Then it became possible to realize Galton's concept of giftedness as a manifestation of mind and character. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

The aim of this review is to explore recent research on the socio-emotional characteristics of gifted children and adolescents. The existing literature from 2009 to 2019 was analyzed through a search carried out in Pubmed, Web of Science, Google Scholar, Sapiens and PsycInfo. 14 studies were selected for review. The results showed depressed mood, low self-esteem, and maladaptive perfectionism in gifted children. Regarding their social skills and perceived anxiety, the results obtained are contradictory according to the different studies. More studies are needed to provide evidence. The results obtained help guide the design of assessment and intervention programs for strengthening skills that contribute to gifted children’s adaptation, well-being, and to preventing psychological problems. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

The study of gender issues can also be associated with the study of gifted and talented students. The main goal of this paper was to conduct a literature review in the area of gifted and talented women to understand the state of the art and to clarify if this topic is still current and pertinent. In that sense, a research was done in the PsycINFO database, using two descriptors: 'gifted and talented girls' and 'gifted and talented women', and three cumulative criteria, using the available resources and designations in the database: a) research period: referring to the last 5 years (from 2011 to 2016); b) relevance, considering the descriptor: five stars; and c) reviewed with peer review. Thirteen studies were selected and analysed. The data were organised according to categories such as: year of publication, journal, authors, objectives, research typology, participants, instruments and results. Three categories emerged according to the main goals of the studies: experiences of gifted girls (4 studies); differentiated perceptions and productions according to gender (5 studies); and, intervention effects on gifted girls (4 studies). The data suggest the relevance of research on the subject. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The present article is centered in the identification and students’ characterization with High Intellectual Capacities in students of the grades X and XI of Institutions Educational officials of Santa Marta’s District. The selection of the sample was made assisting to postulation approaches on the part of educational and students of the mentioned grades and psychological evaluation, of which 22 students were selected distributed this way: 8 with High Intellectual Abilities and 14 with Academic Talents. The results hurtled by this study allowed to approach to a characterization and the achievement of a bigger understanding of the psychological particularities of these youths what facilitates the construction of in agreement intervention strategies with the detected characteristics. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Background: Families of gifted students may have poorer well-being due to difficulties in parenting. Emotional intelligence could help parents manage negative emotions and improve their self-esteem, and perceived social support and stress could mediate this relationship. The objective of this study was to analyze these variables by testing a mediation model in parents of gifted children and parents in general. Method: Questionnaires assessing emotional intelligence, stress, perceived social support, affect and self-esteem were administered to 245 parents (135 had gifted children). Descriptive analyses were performed, mean differences were calculated, and structural equation models (SEMs) were developed and tested. Results: Compared with parents in general, the parents of the gifted students reported more negative experiences (Cohen’s d = 0.75; p < .01) and less social support from their friends (Cohen’s d = 1.54; p < .01). Social support and stress partially mediated the relationship between emotional intelligence and wellbeing. For parents of gifted students, there was partial mediation of social support through positive affect. Conclusions: Providing families with tools to promote their emotional intelligence and conducting awareness campaigns focused on understanding and supporting gifted groups will contribute to parents’ well-being. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Adult performance of high ability individuals has seldom been researched. Current results suggest that adult excellence occurs at lower rates than high ability individuals identified in their infancy or youth, with few cases of high intellectual abilities among adults that yield excellence products. This paper focuses on the analysis of the relative frequency of biographical traits that are associated with high ability as well as to the opportunities that allow building particular knowledge structures that are nonconventional and support innovation in people who excelled. A retrospective biographical analysis was performed on a sample of 120 individuals that generated renowned excellence products, in different fields, in the XXth century. Variables associated to high abilities were: precocity; learning problems; social problems in school; and academic excellence. And the variables associated with the generation of knowledge structures that support innovation were: academic-professional continuity; strong influence of particular individuals; and high productivity. Significant differences were found, showing a low presence of the first four variables and a higher presence of the last three. It follows that the trajectory towards excellence does not seem to correlate with a high level of intellectual resources but with a certain use of sufficient resources, whether cerebral or external technological support. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to examine the scientific production of empirical articles regarding twice exceptionality—giftedness/ADHD—through a systematic review. The search was carried out in the Portal de Periódicos Capes, SciELO, and PePSIC databases, considering the publications between 2011 and 2021. The terms giftedness, high abilities, ADHD, twice exceptionality, and their counterparts in Portuguese were used as descriptors. We selected 27 articles based on pre-established inclusion criteria. Six categories of studies were identified: socio-emotional factors, interpersonal relationships, identification, inattention and hyperactivity, intelligence quotient, and educational support practices. The conclusion was that by having their individual needs met and school community support, gifted students with ADHD can academically succeed, have a positive self-concept and good interpersonal relationships. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Currently there are no studies on positive emotions in children with high intellectual capacity or their relationship with emotional intelligence. The objective of the present work was to analyze this relationship in school children with high intellectual capacity. 60 children with high intellectual capacity answered the Positive Emotions Infant Questionnaire (ClEP, Oros, 2014) and the Emotional Intelligence Inventory BarOn EQ-i: YV (s) (Bar-On and Paker, 2000). Linear regression analysis indicated that emotional intelligence is a variable dependent on positive emotions, with happiness and serenity being the most significant. These results guide us on the importance of working first with positive emotions and later with emotional intelligence. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Introduction: Due to in many theoretical models creativity is a basic element in order to define intellectual giftedness, in this work, relations between creative abilities and intellectual capacity are examined. At this end, as a first step, we have developed a wide review of previous investigations on the subject. On the basis of a sample containing students belonging to Primary and Secondary Schools, global or by factors differences in creative abilities are analized between gifted students and the remainder ones. Finally, we have tried to determine if the former get high marks when doing a graphical test. Method: The study has been developed on the basis of a sample of 447 students belonging to 4°, 5° and 6° levels of Primary School and to 4° and 5° levels of Secondary Education. Four schools, both public and delivered via a public private partnership, were considered. 54 students were found to have an intelligence quotient (IQ) equal or higher than the 95 percentile in a non-verbal intelligence test. We investigate numerical results obtained by the students on 9 creativity factors, for a proposed graphical test of creativity. Results: Students with high intellectual capacity had better average results, statistically meaningful, in the creativity test and in all its factors. Nevertheless, only a part of these students had very good scores (percentile higher than 75). On the other hand, a large number of students without high intellectual abilities exceeds in creativity to the remainder gifted students. These results are also statistically meaningful. Discussion and conclusions: Results are in agreement with those obtained in classical investigations where, depending on the creativity field studied, weak or moderate correlations between IQ and creativity were found. The present work suggests that a high intellectual capacity leads to better results when solving creativity tasks. However, students with lower IQ can show a high creativity, as not all gifted students are exceptionally creative. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Personal and social adjustment of high-ability children and adolescents is a very important issue in the specialized literature. The differences found between data for and against appropriate adjustment in gifted children and adolescents could be explained by conceptual or methodological biases. In this work, the relation between adjustment and high abilities are contrasted in a sample of teenagers from the Canary Islands, using a screening procedure based on their scores in intelligence tests. Results show that, although gifted adolescents differ significantly from their peers in the control group in socio-economic variables and academic performance, there are no differences in personal, social and educational adjustment. We conclude that adjustment problems and high ability are independent variables, and there is no evidence to support that gifted individuals have adjustment problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

During the last decades, high intellectual abilities have been revealed as a decisive curricular factor that evidences the need to adapt content to students’ characteristics. In Spain, various autonomous communities have designed programs that, through extraordinary activities, seek to respond to this demand and provide talented students with the appropriate context for the development and strengthening of their skills. In the case of Madrid, this proposal includes private involvement of an entrepreneurial nature that has demonstrated the possible connection between the two environments when considering the labor asset, fundamentally oriented to the resolution of projects by adolescent subjects with above average cognitive capacities. This research has examined, by means of a 180º questionnaire completed by 342 subjects (comprised of parents and skilled children, teachers and classmates) in seven Madrid schools, the possibility of identifying the ‘eagerness to achieve’ competence, considering that its early distinction enables its development in educational contexts and the training of students in order to promote individuals who focus their professional work towards the completion of assigned activities. The results obtained have also made it possible to draw up a generic profile of the talented student by combining his or her own assessments and those of his or her environment, and to recognize their most highly valued inherent aptitudes as well as those least valued. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children’s levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Some recent researches have shown the important role of hair cortisol as a retrospective biomarker of chronic stress. The aim of this research was to investigate the relationship between hair cortisol levels and sociodemographic and psychological variables, such as perceived stress levels and psychopathological symptoms on a Spanish population. The sample consisted of 347 healthy people, 230 women and 117 men, with an average age of 33.39 years ( SD = 12.63). Hair cortisol levels were measured by obtaining a hair sample. In addition, a psychological assessment composed by: Analogic-Visual Stress Scale, Perceived Stress Scale (PSS), Symptom Checklist 90 Revised (SCL–90–R) and the assessment of vital stressful events suffered, was carried out. The mean cortisol level was 108.93 pg/mg ( SD = 66.43) in men, and 120.38 pg/mg ( SD = 87.26) in women. The linear hierarchical regression showed that Analogic-Visual Stress Scale and perceived stress levels were related with higher hair cortisol levels ( R² = .032; t = 2.21; p = .029). Due to the relationship between daily stress levels, Analogic-Visual Stress Scale, anxiety sub-scale of SCL 90–R and perceived stress levels with hair cortisol levels, we conclude that there is a relation between perceived yourself stressed and the physiological levels. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

This research investigates the beliefs that 14 members of the leadership team of four schools report about the strengths and obstacles present in these schools for addressing High Ability students. The qualitative content analysis of semi-structured interviews reveals two broad themes, beliefs and valuations and actions and practices. The results indicate openness about the subject, a restricted understanding of High Ability and administrative and technical obstacles to address High Ability students in the context of educational inclusion. A concerted and systematic effort that involves the entire school community is required in order to provide real opportunities for recognition and development for this group of students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Gifted students (i.e., those who are more likely to achieve extraordinary goals in one or more domains) generally differ from the non-gifted students in some of the dimensions of self-concept (i.e., a person's perception of him/herself). However, the current research on giftedness has evolved to introduce new possible moderators of these differences so it has become necessary to carry out an update on the topic. The aim of the present meta-analysis (reference: CRD42018094723) was to synthesise the studies since 2005 on differences in self-concept between gifted and non-gifted students. The results showed that gifted students have higher levels of general and academic self-concept, especially in math self-concept. However, no differences were found in behavioural and emotional self-concepts, and only slightly lower scores in social self-concept. In physical self-concept they scored significantly lower than non-gifted students. The differences in this sub-dimension are moderated by identification procedures, geographical area, and age, so it is suggested that social stereotypes about giftedness as well as physical activity habits may be some of the reasons for these differences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Curriculum integration from a STEAM transdisciplinary perspective represents a profound challenge. This study delves into a transdisciplinary approach to primary education and the role of the arts through two STEAM projects in a programme for gifted students in Madrid (Spain). Participants include 111 students from eight groups (11–12 years old), five teachers and four external professionals. The teachers fulfill the dual role of both teacher and researcher, using participant and non-participant observation, video recordings, interviews and classroom journals and questionnaires. All the findings have been triangulated and coded by means of Activity Theory, using Atlas.ti8 software and statistical analysis. The results show the significance of learning and the creation of meaningful experiences as being related to a high degree of motivation and satisfaction, and to the integration of diverse areas in a participatory process in which the arts play a disciplinary and integrating role. A transdisciplinary STEAM approach is presented that could be paradigmatic for the field of primary education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Gifted children seem to benefit more from experience than their non-gifted peers by developing increasingly efficient behaviors in more complex environments. Most of the models that attempt to explain this greater adaptability focus on the study of the higher cognitive functions and the cortical regions that support them. However, during the early stages of development these areas are still functionally and structurally immature. The objective of this review is to summarize the subcortical and cortical neurobiological mechanisms underlying the interaction with the environment, which motivate the practice and automation of higher cognitive processes in gifted children from the early stages of postnatal development. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

The design of educative programs created to develop the middle school students´ skills is a recurrent subject in educative literature. The aim of this article is to find evidences that support an enrichment program oriented to improve motivation and engagement in gifted students. The sample of sixty students (10-12 years old) was taken from a Peruvian middle school. The instrument used in this study were the School Attitude Assessment Survey-Revised (SAAS-R) (Siegle y McCoach, 2005) to measure motivation and a rubric revised by experts to measure engagement. Finally, the results are discussed and some improvements proposal are given. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The construct of "social intelligence" has aroused reiterated debates throughout the history of Psychology. One way to contribute to this debate is through the study of social reasoning in people with high cognitive abilities. The scores of 50 Spanish-speaking children and adolescents with high cognitive abilities in two measures of social reasoning were compared to age- and sex-matched peers of normotypical cognitive ability. The results indicate that high-ability children and adolescents present a significatively superior performance compared to their peers in tasks related with social intelligence, especially in reasoning processes which involve understanding and defining the social problem, planning social strategies and anticipating social consequences. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The results of an empirical research are submitted in order to know the general health and the main physical symptoms of Spanish gifted children. The sample was composed of 166 subjects: 94 with high abilities (IQ 135-170) and 72 of average intelligence (average IQ = 100), of both sexes and with ages between 7 and 17 years old. Through eleven questions asked to their parents, information regarding their medical history, hospital admissions, main illnesses, the most frequent physical symptoms and other aspects concerning their health were gathered. Statistical analysis showed no significant differences between the gifted and the control subjects neither in the number of hospital admissions nor in the number of times they have fallen ill. However, the nervous symptoms were significantly higher among the gifted subjects, as well as irritability and dissatisfaction. On the other hand, their mood was better (happier and more vital) than the one of the control subjects. These differences were not shown by sex, but they were when the highest intellectual subjects (IQ >150) were selected. As a whole, the most frequent physical symptoms in gifted subjects were headaches, and also, but least important, stomachaches and muscle-aches. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)