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The underrepresentation of minority students in programs for the gifted and their overrepresentation in special education programs has been well documented. Definitions of giftedness and identification procedures are frequently cited barriers to identification and placement of culturally diverse students in programs for the gifted. Research efforts are directed toward developing alternative assessment techniques for identification of minority students for placement in gifted education programs. The Center for Theater Techniques in Education, under the guidance of Mary Hunter Wolf, founder and President, began offering a talent identification and development program for gifted, urban minority students. Middle school students identified by their non-verbal intellectual ability and their creative abilities are selected to participate in the Talent Search and Development Program (TSDP), a unique theater tech/integrated arts program. The goal of the program is to identify and nurture each student's talent in the arts or academic areas. This qualitative study of past participants explored the factors related to the recognition and development of talent in each participant. Also examined were the components of the program affecting continuing education and career choices, and the ability of each participant to relate to his/her cultural heritage as well as the broader world. Qualitative data collected from participants and program personnel and documents revealed the educational interventions, personal traits, and the support systems necessary to help guide the participants toward their eventual career choices. Qualitative data indicated that the absence of consistent support systems (families, gifted program opportunities, peer groups, and counseling opportunities) prevented some of the participants from moving forward with talent development opportunities, higher education, and career choices. The greater the inconsistency of support systems, the less possibility existed for developmental paths to be sustained. For some participants, clear goals, and visions for the future were never developed. Adequate consistency of support systems, enabled other participants to continue the developmental progress they began in TSDP, and move forward with higher education and career planning providing the beginning to a fulfilling life in the broader world. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to examine the role of gender, giftedness, informal exercise and team sports in the development of self-perceptions and identity of young adolescents. The study was conducted in 2 middle schools. The subjects were 305 students (138 nongifted females, 44 gifted females, 100 nongifted males, and 23 gifted males) in the 8th grade. Instruments used to survey students were the Physical Activity Survey, Harter's Self-Perception Profile, and the Erikson Psychosocial Stage Inventory. The results of the study show that participation in team sports had a positive effect on all domains of young adolescents' self-perceptions and identity development except behavioral conduct. Informal exercise had a positive effect on young adolescents' perceptions of social competence and their global self-worth but not on their identity development. Gender differences were found with males showing more positive self-perceptions of athletic competence, physical appearance, and global self-worth as well as higher resolution of the stages of autonomy and identity than females, and females showing more positive self-perceptions of behavioral conduct than males. There were no differences between gifted and nongifted with the exception that gifted students showed more positive scholastic competence than nongifted. The findings from this study suggest that participation in team sports is a part of young adolescents' development at the middle grades level. Middle schools may want to use the results of this study in planning programs. A well-planned sports program that emphasizes healthy competition for young adolescents may benefit both males and females. Educators may use these findings to counsel females to consider sports as one way to manage stress and to enhance self-concept and identity development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This paper presented a significant problem in the field of research on the gifted and talented. Traditional methods for the identification of gifted individuals, including intelligence and achievement measures do not always correctly identify every gifted individual. Identification could be made more accurate with the addition of other identification areas. One often overlooked area for identification is personality measures. Literature of the field was reviewed to clarify the identification problem. The two research questions examined were: (1) Are there relationships between scores on the Sensory Profile and traditional measures of giftedness? (2) Are there relationships between scores on the OEQII and the Sensory Profile? Four hypotheses were proposed: Hypothesis 1: Scores on the Sensory Profile will correlate with intelligence scores and achievement. Hypothesis 2: Scores on the Sensory Profile will correlate with scores on the Overexcitability Questionnaire II. Hypothesis 3: A model consisting of four latent variables (Overexcitability Questionnaire II, Sensory Profile, intelligence test scores, achievement scores) defined by the scores on their related tests will demonstrate good fit with empirically collected data. Hypothesis 4: There will be strong metric invariance between the gifted and nongifted groups on the proposed model. Methods for exploring the hypotheses were discussed. Confirmatory factor analysis and multi-group analyses were performed. Discussion of the hypotheses, the limitations of the study, and of future directions for research was conducted. All four hypotheses were supported, although some hypotheses were supported more strongly than others. Scores on the Sensory Profile were weakly correlated with intelligence and achievement scores. Scores on the Sensory Profile were moderately correlated with scores on the Overexcitability Questionnaire II. A model consisting of four latent variables (Overexcitability Questionnaire II, Sensory Profile, intelligence test scores, achievement scores) defined by the scores on their related tests demonstrated adequate fit with empirically collected data. There was strict metric invariance between the gifted and non-gifted groups on the proposed model. Evidence supporting both convergent and divergent validity between the four latent factors was found as a result of the analyses. Further research should be done to examine the validity of the Sensory Profile for use in identifying gifted individuals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to describe the life experience of adult individuals who are gifted and have Tourette syndrome. Although there is much literature regarding giftedness, it is mostly about children. One can also find literature about Tourette syndrome, but this, too, is mostly about children. There is virtually no literature about the phenomenon of giftedness and Tourette syndrome together, whether it is in the area of children or adults. This study sought to create the beginning of such a body of knowledge, and to give voice to those individuals in our society that are gifted with Tourette syndrome. A more personal reason for the study was to provide children who are gifted and have Tourette syndrome, as well as their parents, with hope-hope for a successful, well-lived life. The results of the study provide educators, employers, and society with a better understanding of individuals who are gifted with Tourette syndrome. Nine in-person participants were interviewed, and eight biographical participants from the literature were discussed. The delimitations of the in-person participants are that each participant is eighteen years of age or older, has a diagnosis of Tourette syndrome, and is gifted because they were either identified as such as a child or via completing a screening tool for identifying gifted adults. Findings of this phenomenological study derived five themes of the lived experience of being GTS (Gifted with Tourette Syndrome). The essence of being GTS is a mysterious one that can be filled with self-acceptance and hope, especially if the individual has knowledge of his GTS and receives support and guidance. It is the interaction between the giftedness and the Tourette syndrome within the individual that creates the Self. It is a blending of the two that creates the whole individual. They cannot be separated out from the whole. Dabrowski's Theory of Positive Disintegration is discussed in relationship to the GTS individual, as are twice-exceptional concepts and issues. More importantly, some voices of the GTS population are now documented in a scientific study which paves the way for future studies. Implications and recommendations for future studies are established. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Given recent changes in the conceptualization of intelligence and giftedness, this researcher examined the role of aspects of emotional intelligence (EI), intelligence (IQ), and teacher rating scales to clarify their ability to actually predict the academic success of gifted children. In relatively few empirical studies have researchers focused on EI as a predictor of academic success or explored EI in the gifted and talented population. This lack of research is surprising given the claims about social and emotional concerns within the gifted and talented population (i.e., Davis & Rimm, 1985; Osborn, 1996; Reis & Renzulli, 2004; Rimm, 1996). As such, the current investigator added to the body of research in this fledgling domain by providing empirical data on the predictive power of various criteria commonly used in the identification of gifted students, as well as explored the relatively new domain of EI and its impact on the academic success of gifted students. Specifically, this researcher examined the effect of two aspects of emotional intelligence on gifted students' academic success: emotion receiving ability and emotion regulation. Using a sample of gifted and talented (G&T) students, results were that, of the variables measured (i.e., gender, IQ, teacher rating scales, and aspects of EI), the gender of the student is the best predictor of success in a G&T program as females performed significantly better than males within the G&T program. In addition, a gender effect of emotion receiving ability on math achievement was demonstrated. Specifically, a significant negative correlation between females' emotion receiving ability and math achievement was indicated. Traditional measures of giftedness such as IQ and teacher rating scales did not significantly predict G&T student academic success in the mainstream setting or within the G&T program. It is quite possible that these variables (IQ and teacher rating scales) were not good predictors due to the lack of variability of these measures within the G&T student sample. Implications of the current research, including assessment, intervention, and time management issues for school personnel, especially the school psychologist, will be discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Sixty-one Hispanic and 140 white students were compared on two measures of intelligence: the WISC-R and the SOI-LA. The purpose of the study was: (a) to discover which instrument identifies more white and Hispanic gifted children, (b) to address semantic and figural differences within and between ethnicity, and (c) to examine the SOI-LA's predictive and concurrent validity with the WISC-R. The WISC-R identified 82 white and 24 Hispanic children as gifted, while the SOI-LA identified 39 white and 11 gifted Hispanic children. A Cochran's Q analysis showed differential attribution of giftedness between the WISC-R and the SOI-LA on the white population (Q[3] = 15.54, p < 05). Sign-Tests indicated differential performance for the white population between Full Scale IQ (FSIQ) and the SOI-LA (Z = 3.14, 2-tailed p < .05) with more children accepted by the WISC-R. Verbal/Performance deficits on the WISC-R were significant for the Hispanic population with Performance IQ (PIQ) superior to Verbal IQ (VIQ), yet the SOI-LA did not show the same deficit. White children scored significantly higher than Hispanic children on VIQ. Similar results indicated that white children outperformed Hispanic children on the Semantic Composite factor of the SOI-LA. There were no differences between ethnicity on WISC-R PIQ or the Figural Composite Factor of the SOI-LA. White children scored higher on the Semantic than Figural Composites of the SOI-LA. The 26 subtests of the SOI-LA significantly predict FSIQ, VIQ, and PIQ, accounting for 43%, 40% and 29% of the variance for these factors, respectively. The highest correlation was between FSIQ and Cognition of Semantic Relations (CMS) at .51. These results indicate moderate predictive validity for the SOI-LA on the WISC-R. The claim that the SOI-LA is more appropriate for use with Hispanic children was not supported by this study. However, the SOI-LA moderately predicted WISC-R VIQ, PIQ, and FSIQ. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study implemented a treatment program focused on the improvement of gifted learning disabled students' academic self-perceptions through the enrichment of visual-spatial strengths. The rationale for this study was based upon the concept of abilities as developing competencies that can be altered characteristics of an individual. The notion of altering or changing abilities through the implementation of appropriate interventions (i.e. enhancing noncognitive factors) to improve domain specific areas of giftedness and learning disabilities was the impetus for this study. The research question aimed to determine if enrichment intervention activities positively produced an effect upon the academic self-perceptions of perceived general intellectual ability in Gifted Learning Disabled (GLD) students (i.e. how smart am I?). The participants were 4th and 5th grade public elementary school students who displayed strong visual-spatial skills and learning difficulties. This empirical study included a pre/post treatment design with a experimental group and a waitlist comparison group. The hypothesis was confirmed with treatment results demonstrating significant gains in perceived general intellectual abilities subsequent to the completion of a ten-week enrichment program. Research and practice implications for curriculum decisions and program interventions are discussed. Recommendations for future research considerations based on the findings from this study are included. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The researcher uses a postmodernist-influenced framework of open-ended questions, interactive discussion of responses, and other general interview guidelines from Seidman (1991), and additional gay-specific interview suggestions from Kong, Mahoney, and Plummer (2002), in his inquiry with four artistically-gifted, high-school-aged, gay and bisexual adolescent males. He investigates the applicability of the social and emotional needs previously affirmed in Friedrichs and Etheridge's three other research groups (1991, 1992, 1993.) Similar to his previous, more traditional research stages, the investigator implements frequently-used definitions of "giftedness" and "gay and bisexual youth," and draws on many pre-set interview questions as the focus of the research. He uses traditional data coding guidelines from Neuendorf (2002) to find summary themes in student responses. Again, similar to the past, current subjects' answers are described in terms of whether the majority of respondents affirm each hypothesized socially-constructed need and each proposed helpful approach. Differently from the three earlier stages, however, the present study uses postmodernist principles to dig deeper into the content themes evident in the youths' responses, reporting the contextual whos, whats, whens, wheres, and hows associated with their needs and the fulfillment of those needs. The current investigation also adds a postmodern analysis on the overall content themes derived from the students, using the framework of Foucault (1977)-when the subjects' responses illustrate mostly disenchantment and unmet social and emotional needs-and the lens of Kumoshiro (2000)-when the youths' answers reveal general student engagement and fulfilled needs. The summary of content themes reveals that the previous stages' needs and approaches are affirmed by the present subjects for some, if not all, secondary grade levels. The postmodern analysis shows six particularly common themes in the subjects' comments, including behavioral priorities placed over time on identity development, resistance, construction of needs, dialoguing, resilience, and fluidity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study sought to determine preservice teachers' beliefs regarding the role of "giftedness" in writing achievement. Specifically it sought to reveal whether preservice teachers believed writing a skill that could be taught and learned or a "gift," akin to natural talent or genius, that certain students are simply born with. The 192 preservice teachers who participated in the study included all students enrolled in eight sections of an introductory language arts course offered at a public university in upstate New York. The majority of the participants were full-time students in their junior or senior year of college. The research took place in two phases. The first phase involved an administration of Palmquist and Young's (1992) Writing Questionnaire. Items in the questionnaire determined the extent to which respondents believed writing to be dependent on "giftedness" versus the extent to which they believed writing a skill that can be taught and learned. Additional items required respondents to make self-assessments of their own writing skills. Four "extreme" subgroups, representing 66 participants, were formed based on the questionnaire scores: (a) Preservice teachers making high self-assessments of their writing ability, (b) Preservice teachers making low self-assessments of their writing ability, (c) Preservice teachers with high levels of belief in the notion of "giftedness" in writing, and (d) Preservice teachers with low levels of belief in the notion of "giftedness" in writing. A content analysis of these participants' Literacy Histories (Judy & Judy, 1983) made up the second phase of the research. References were coded according to three attributional categories: (a) ability/"giftedness," (b) effort/"learnability," and (c) influential others. Results indicated that preservice teachers emphasized the role of "effort" in writing achievement over that of "giftedness." However, some preservice teachers viewed "effort" in negative terms and admitted that they consciously chose not to expend great amounts of it in their writing. Results also indicated that preservice teachers believed "influential others"-teachers, parents, and siblings-to have had a substantial impact on their level of writing achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

While there is a growing awareness of the co-occurrence of giftedness and Attention Deficit Hyperactivity Disorder (ADHD), little is known about the clinical presentation of ADHD in intellectually gifted children. Current diagnostic decisions with this subpopulation are made employing procedures and norms developed using a nonexceptional population. However, it is unknown whether this common practice is appropriate. This study explored how intellectually gifted children perform on three commonly used measures of ADHD, specifically: (a) the Test of Variables of Attention (TOVA); (b) the Conners' Teacher Rating Scale, Revised-Long Form (CTS); and (c) the Conners' Parent Rating Scale, Revised-Long Form (CPS). Children who met traditional criteria for giftedness (N = 90) were obtained from nearby public schools. Each was administered the TOVA and their parents and teachers completed a Conners' rating scale. The performance of these children was compared to normative data. It was hypothesized that: (a) gifted children would perform significantly better on the TOVA than normative children, and (b) no differences would be found between the performance of gifted children and the normative sample on both the CTS and CPS. The hypotheses were partially supported by the findings. Gifted children performed better on three of the five TOVA variables, but only for the younger children in the sample. In addition, no evidence of differences in scores was found between the gifted children and the normative sample on the CTS and CPS. The findings do, however, address the underlying clinical question regarding the appropriateness of using the normative data provided for the TOVA, CTS and CPS to assess ADHD in intellectually gifted children. Ultimately, the performance differences found for gifted children on the TOVA suggest that alternate TOVA norms are likely needed for younger ages. A rationale for adjusting the TOVA norms is proposed, and a few simple "rules of thumb" for transforming the age-based are summarized in an Adjustment Matrix. The differences on the CTS and CPS were found mostly for variables unrelated to ADHD and suggest that the normative data for the Conners' Scales can be used when assessing ADHD in gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Views of giftedness have evolved from unilateral notions to multilateral conceptions. The primary purpose of this study was to investigate the psychological validity of the three-mathematical minds model (M3) developed by the author. The M3 is based on multilateral conceptions of giftedness to identify mathematically gifted students. Teachings of Poincare and Polya about mathematical ability as well as the theory of successful intelligence proposed by Sternberg (1997) provided the initial framework in the development of the M3. A secondary purpose was to examine the psychological validity of the three-level cognitive complexity model (C3) developed by the author. The C3 is based on studies about expertise to differentiate among gifted, above-average and average-below-average students at three levels. The author developed a test of mathematical ability based on the M 3 and C3 with the collaboration of mathematicians. The test was administered to 291 middle school students from four different schools. The reliability analysis indicated that the M3 had a .72 coefficient as a consistency of scores. Exploratory factor analysis yielded three separate components explaining 55% of the total variance. The convergent validity analysis showed that the M3 had medium to high-medium correlations with teachers' ratings of students' mathematical ability (r = .45) and students' ratings of their own ability (r = .36) and their liking of mathematics (r = .35). Item-subtest-total score correlations ranged from low to high. Some M3 items were found to be homogenous measuring only one aspect of mathematical ability, such as creative mathematical ability, whereas some items were found to be good measures of more than one facet of mathematical ability. The C3 accounted for 41% of variance in item difficulty (R square = .408, p < .001). Item difficulty ranged from .02 to .93 with a mean of .29. The analysis of the discrimination power of the three levels of the C3 revealed that level-two and level-three problems differentiated significantly among three ability levels, but level-one problems did not differentiate between gifted and above average students. The findings provide partial evidence for the psychological validity of both the M3 and C3 for the identification of mathematically gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

At various times throughout history men of genius have been viewed either as mad or as sane and superior to the general population. This Project Demonstrating Excellence suggests that neither of these extreme views is correct and presents the view that giftedness is the product of a developmental process which involves the synergistic interaction of biological, psychological, and social/environmental forces. While this process may be facilitated by environmental stimulation and support, it may also be inhibited or arrested by oppressive socialization practices which stress conformity to average norms and promote a competitive quest for goods and power. Results of a survey of the life experiences and psychotherapeutic needs of 254 intellectually gifted adults and supplementary data derived from a small pilot survey of 18 psychotherapists suggest that many members of the gifted minority experience painful problems, including feelings of difference, interpersonal difficulties, and social isolation during adulthood as well as during childhood and adolescence. The survey results also suggest that gifted women experience difficulties as a result of their deviance from traditional sex-role norms and expectations. The survey data pertaining to psychotherapy are consistent with other research data demonstrating that positive therapeutic outcomes tend to be associated with therapist variables which include empathy, genuineness, positive regard for patients, nonpossessive warmth, and therapists' intensity and intimacy in therapeutic relationships with patients of all levels of intelligence. At the same time, the data suggest that psychotherapists must be highly intelligent and self-accepting enough not to experience feelings of threat, intimidation, awe, envy, competitiveness, and inadequacy when working with gifted patients and clients. Further analysis of the survey results suggests that therapists also need to be aware of the differing perceptions, experiences, problems, and needs of gifted adults in order to be optimally effective in working with them. These findings are placed within a biopsychosocial context, and recommendations are offered which call for further research and multimodal, integrative interventions on behalf of members of the gifted minority both in psychotherapy and elsewhere. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Gifted adults with learning disabilities (GALD) are a population that is often overlooked, undiagnosed, or misdiagnosed by educators. Because of their often "hidden" condition, these individuals are frequently troubled with a host of psychosocial problems. This study sought to identify unique characteristics of the GALD population with the hope of developing criteria to aid in diagnoses. A thorough search was conducted for relevant literature that examines characteristics of GALD as well as characteristics of the learning disabled (LD)-only and gifted-only populations (among others). The researcher developed an instrument that looked at how the characteristics clustered or grouped into various categories and how they discriminated among the three populations studied. The instrument was sent to an expert in the field to examine content validity. A pilot study was conducted to look at face validity. A field test was conducted at three major universities which supplied subjects for the three population groups of interest (GALD, LD-only, and gifted-only). The research question that guided this study was: "Can discriminations be made among college students who are GALD, LD-only, and gifted-only?" Parametric and nonparametric analyses were conducted. The results showed a clear distinction between the gifted group and both the GALD and LD groups. Some of the statements used in this instrument may help in the identification and characterization of certain individuals who are GALD. Analysis of the composite variables revealed that there were statistically significant differences between the students with a learning disability only and GALD when compared on a few items that characterized giftedness. Discriminant analysis was useful in understanding the distinctions. Results from a discriminant analysis led to the ability to predict group membership at significantly better-than-chance rates. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Attention is a necessary foundation for learning. Factors that have an effect on attention are maturation (Miller & Weiss, 1981; Gibson, 1992), gender (Brickenkamp & Zillmer, 1998) and intelligence (Silverman, Chitwood, & Waters, 1986; Sankar-Deleeuw, 2000). Chess requires students to use attentional skills to play and compete successfully. It has been shown to improve performance in traditional learning areas and can be a substantial bridge to intellectual and emotional growth (Bettelheim, 1997; Christiaen & Verholfstadt, 1978). Playing chess over a period of time has resulted in higher standardized test scores (Liptrap, 1998). Chess provides an intellectually stimulating and rewarding recreational activity (Schmidt, 1982; Rifner & Feldhusen, 1997) that fosters an appreciation for the consequences of actions and enhances planning skills, problem-solving skills, and decision-making skills (Graham, 1985; Horgan, 1987). The goal was to examine attention in middle school students. The research question examined was: To what extent can variance in attention in middle school students be explained by gender, age, giftedness, and chess activity? These hypotheses were tested: (1) Gender is a significant predictor of attention in middle school students. (2) Age is a significant predictor of attention in middle school students. (3) Giftedness is a significant predictor of attention in middle school students. (4) Chess activity is a significant predictor of attention in middle school students. Thus, 126 middle school students from two metropolitan area middle schools were asked to complete a brief questionnaire about their chess activity, their identification as "gifted," gender, and age. Students then completed the d2 Test of Attention. The d2 Test measures processing speed, rule compliance, and quality of performance and estimates individual attention and concentration performance. Multiple regression analysis was used to determine the relation among the variables of giftedness, age, gender, chess activity and attention and to determine the influence of the four independent variables on attention. Total R equaled .572 with an R2 of .305, an adjusted R of .305. Three variables (age, gifted, chess activity) made significant contributions to the measure of attention. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The present study investigated predictive relations between accelerated performance on tests of infant development, infant behavioral style, and performance on tests of cognitive and creative ability during adolescence. In addition, infant behavioral style was also examined as a means to enhance the predictive power of tests of infant development. The research area concerning infancy and the preschool years has mainly focused on the average child or deviations spanning below the mean. Similarly, much of the research within the area pertaining to the gifted and talented has focused on school age children, with little emphasis being placed on giftedness in the early years of life. The current study attempted to explore the areas of intelligence and creativity from a developmental perspective. This was done through a longitudinal follow-up of individuals who took part in research studies examining early indicators of intelligence, learning, and temperament as infants/toddlers. All participants of the current study obtained at least a standard score of 120 using the Mental Developmental Index of the BSID at the time of original participation. Thirty-two participants were obtained for use in the current study who were originally assessed as infants/toddlers approximately 12-19 years ago. Participants were administered the Stanford-Binet Intelligence Scale: Fourth Edition, the Torrance Tests of Creative Thinking (Figural Form B), and also filled out an updated demographic information sheet. Prior research has determined lack of predictive validity between infant and later tests of cognitive ability due to the limited verbal nature of the early standardized tests and the largely verbal nature of later standardized intelligence tests. It is also believed that aspects of infant behavioral style may contribute to the predictive validity of early standardized scores for later intelligence. It was hypothesized that the Bayley MDI score obtained as an infant/toddler would be significantly related to later creative ability. It was also hypothesized that infant/toddler behavior rating scores for test-affect extraversion, task orientation, and duration of orienting, when taken together, would be significantly related to later cognitive ability. Lastly, it was hypothesized that the addition of the three infant/toddler behavior rating scores to the Bayley MDI score would improve the predictive power over and above that predicted by the MDI score alone, in relation to later cognitive ability. Pearson correlation and multiple regression analyses did not yield significant results for the hypotheses reported above. However, a curvilinear relationship suggests that extremely high scores (130 and above) obtained during infancy may be related to later creativity, a finding that needs to be further explored with a larger sample size. Implications of the findings, limitations of the study, and directions for future research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study sought to link both cultural macrolevel explanations and microlevel interactions to account for Korean American students' psychosocial adaptation and academic achievement through their acculturative experiences. To examine acculturation characteristics and ethnic orientations, the Korean American Acculturation Scale and the Ethnic Orientation Scale were administered to 466 students and 197 of their parents in the New York City and Chicago areas. Students and parents were divided into four acculturation style groups by the median score on two factors in the EOS (Korean orientation and Other-group orientation): (a) assimilation, (b) integration, (c) marginalization, and (d) separation. Students also completed the Domain-Specific Self-Concept Scale and the Learning Styles Inventory-III (LSI, Renzulli et al., 2002). To survey teachers' perceptions about Korean American students as gifted, the revised Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli et al., 2002) was used. Seventy-nine teachers participated in this study. In addition, GreatSchools.net was used to collect contextual school data (e.g., school program, student-teacher ratio, school SES, and Asian student enrollment percentage). Ultimately 407 out of 466 students from 30 schools were analyzed by using a Hierarchical Linear Model (ELM) with two levels. Data were analyzed using a Multivariate Analysis of Covariance (MANCOVA) to assess the significance of independent variables on dependent variables. For gender and generation effects on acculturation characteristics (behavior and cultural value), females were characterized by a slower behavior acculturation rate into the mainstream culture than males. The more recent generations were more behaviorally acculturated into the mainstream culture. However, the adaptation process in cultural values was slow and depended on the generational status of Korean Americans. Korean Americans have adapted to the mainstream society by incorporating and changing selected cultural values. For gender and acculturation style effects on self-concepts (Academic, Appearance, Popularity, and Sensitivity to negative expression), female students showed lower Appearance self-concept than male students. Among four acculturation styles, integration style students showed higher Academic and Appearance self-concept than any other acculturation style groups. In terms of learning style preferences, female students preferred Peer teaching to male students. There were differences among acculturation styles in Direct instruction and Projects. However, there were no significant differences in most learning styles between integration style and separation style students. For the effect of acculturation style on teachers' perceptions of Korean American students as gifted, there was no the significant effect. Rather, there was the significant effect of GPA. The macrolevel (school-level) contexts have effects on the microlevel (student-level) in using a HLM. This study provided a "holistic" understanding of how Korean American students translated their experiences, thoughts, and feelings into school adaptation and academic achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Measurement of the abilities of gifted children is challenging. Identifying patterns of performance for gifted children has proven elusive. The WJIII COG, a theory-driven measure, purports to provide information about a child's pattern of abilities, including areas previously not measured by other cognitive instruments. Only one study has addressed the relationship between the WJIII COG and gifted children. (Rizza, et al., 2001). The purpose of this study was to examine the WJIII COG's appropriateness for use with gifted children. Interpretive guidance when using the WJIII COG with gifted children was sought. The following question was addressed: Do children of high intellectual ability display distinct patterns of performance on the WJIII COG Stratum II variables. If so, do these patterns qualitatively differ from the performance of children of non-high intellectual ability? The participants for this study were taken from the standardization sample of WJIII COG participants (N = 3,145). The participants were divided into two groups: high intellectual ability, Group 1 (N = 389), and "other," (Group 2) (N = 2756). Group 1 participants had a GIA Standard score of 120 or above. The participants were further divided into three subgroups, determined by age: preschool, school-aged, and college-aged. Approximately half of the sample was male. White participants were the majority of the sample (77.4-87.9%). Most participants were non-Hispanic (91.3-94.9%). Means, standard deviations, ranges, minimum values, and maximum values, were obtained. WJIII COG Stratum II variables were paired and compared. The comparisons made were ranges and point differences. Cumulative percentages of point differences were calculated at the 5, 7, 10, 15, 20, 25, 30 point levels. Two primary findings emerged. The first finding was that Group 1 participants scored higher overall than Group 2 participants when averages were compared. The second finding was that no gifted profile emerged for Group 1. Although no gifted pattern emerged, there was a great deal of variability within individual student profiles for both Groups. It was suggested that further research be directed at whether subtypes of students with high abilities could be identified that would have clinical implications congruent with multidimensional theories of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Literature from various fields of research and biographical sketches of eminent individuals suggests that the key to socially constructive success as an adult may in large part lie beyond the relatively simple idea of intellectual capability. A set of six factors-Optimism, Courage, Romance with a Topic/Discipline, Sensitivity to Human Concerns, Mental/Physical Energy, and Vision/Sense of Destiny-related to cognitive development but not measurable by traditional cognitive tests were explored for the first time among students. Collectively, these factors are referred to as "co-cognitive factors" because of their interdependence with cognitive development, and they appear to be integral to considerations of social capital because of their close association with life satisfaction, disposition, personality, and well-being. A quantitative study with a correlational descriptive design was conducted using two forms of the Co-Cognitive Factors Scale (Co-CFS) and an associated survey with a convenient sample of high school juniors and seniors from 11 states. Data from this study were used to establish additional information regarding the content validity of the Co-CFS. Multivariate analyses, including MANOVA, MANCOVA, and canonical correlation, were conducted to examine the factors as a set with regard to motivation, happiness, student grade point average (GPA), and involvement in extracurricular activities (particularly those associated with community- or service-oriented work). Interaction involving GPA, optimism, Vision/Sense of Destiny, and motivation were identified. Results suggested inverse relationships that require additional research. Scale score means and alpha reliabilities were higher when students were thinking about topics or subjects of interest to them. Community-oriented extracurricular involvement, utilized as a proxy for social capital, was a significant contributor to the prediction of students' levels of Courage, Romance with a Topic/Discipline, and Sensitivity to Human Concerns. This study provided a first look at the distribution, relevance, and abundance of the co-cognitive factors among a high school student sample. Results from this first empirical study pertaining to co-cognitive factors support additional research on co-cognitive factors, which appear may be significant contributors to student success, personal satisfaction, and development of social capital. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation is designed as a final report of a study that sought to understand the impact that participating in a program for the academically gifted has on its students. The study examined those effects in the context of social, emotional, and academic changes that the students experience as a result of their involvement in the program. This dissertation outlines background information for the study including a description of the setting, nature and significance of the problem, research questions, and definition of terms. The report includes a detailed review of literature in order to further demonstrate the significance of the problem in current social constructs as well as to provide additional information regarding academic giftedness. This paper outlines the research process under the guidelines of a qualitative approach by employing a case study analysis of 1 third grade child, 2 fourth grade children and 1 fifth grade child participating in a specific program for the academically gifted selected through a criterion sampling. Additionally, the parent(s) or caregiver(s) of the participants as well as the teachers of the program were involved in the research in order to extend the depth and breadth of the data. The results of the research proposed in this paper will provide a greater understanding of how children are academically, socially, and emotionally affected by participating in a program for the academically gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Elite athletes compete at the highest level of their chosen field and elite Mixed Martial Arts (MMA) athletes are considered by many to be the greatest all around trained athletes in the world. Mental preparation is considered the distinguishing form of preparation that separates the successful athletes from the less successful at a level where many are physically comparable. Therefore, the purpose of this qualitative study was to understand more fully the experience of elite MMA athletes and their utilization of mental preparation. Research participants consisted of eight professional MMA male athletes who were interviewed using a semi-structured interview format. Five categories containing a total of 17 major and 11 minor themes regarding mental preparation were revealed. Elite MMA athletes considered mental preparation vital to their success and discussed their personal mental training program. Participants expressed what mental preparation tools were used in their training regime and how they utilized these preparation tactics including their personal preferences. This study and results indicate that elite MMA athletes utilize various forms of well-known mental preparation and uphold certain personal preferences. In addition, these elite athletes would benefit from comprehensive mental preparation training and learn how to better improve their mental performance just like they do with their physical performance. This is a population of special individuals who are set apart with mental and physical giftedness deserves further attention. (PsycINFO Database Record (c) 2016 APA, all rights reserved)