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The key to success or failure of opportunities for gifted students is affected by what a school district provides, how it views giftedness, and how it supports academic flexibility and individualized or differentiated learning. Gifted programs are selected by administrative decision makers based upon their knowledge and understanding of the foundational theories in the field of gifted education. The implementation of policies and provisions for gifted education vary from state to state and often district to district. A commonality often reported is of the negative attitudes towards giftedness and gifted education by staff, faculty, and administrators. Many of the policy decisions in gifted education by administrators, although guided by theory, are influenced by personal experiences, myths, and stereotypes. A review of literature reveals a chronicled legacy of myths and misconceptions providing conflicting concepts of giftedness, gifted education, and educational programs. The effect of these perceptions may directly skew an administrator's ability to make unbiased informed decisions in relationship to this diverse population of gifted learners. The purpose of this study was to investigate Minnesota public school superintendents' attitudes toward gifted students and gifted education, and what factors affect these attitudes. This study utilized the McCoach and Siegle's revised edition of Gagne and Nadeau's survey, Opinions About the Gifted and Their Education. The survey is divided into three subcategories for analysis: support, elitism, and acceleration. Also included are sections on self-perception as gifted and demographic information. Survey data were analyzed using descriptive statistics. This exploratory study sampled 119 of 336 Minnesota superintendents in regards to gifted education. Results show mild to moderate support for funding, with women superintendents perceiving themselves as gifted more than male superintendents and showing greater support for gifted education. Among the predictor variables, superintendents who had education or training in gifted education were more supportive toward giftedness and gifted education, less negative about gifted education as being elitist, and more positive toward acceleration of gifted students. With gifted programming relying on the discretion of local administrators and implementation of programs falling on the school faculty, it is important that these stakeholders have a working knowledge of gifted student development and gifted education. Therefore, further research might explore these attitudes in teacher education and administrator training programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This quasi-experiment using a pretest-posttest with control group design investigated the effects of providing immediate feedback using an electronic student response system (SRS) to 53 math students enrolled in an accelerated precalculus course during the fall semester of 2014. The students in the experiment group (n = 25) went through a continuous, rigorous, and consistent intervention of receiving immediate feedback for their responses during regular classroom activities and formative assessments using SRS, while the students in the control group (n = 28) were not provided immediate feedback using student response system. The results of the pretest indicated that both groups had statistically significant similar entry-level math skills. The analysis of other covariates in this study, namely giftedness, gender, and economic status of the participating students, were also found to be significantly homogenous. Following an 18-week intervention, after the data were found to meet all the assumptions, an analysis of covariance (ANCOVA) was conducted that revealed a statistically significant difference in the math achievement of students who received immediate feedback using SRS with a medium effect size (n2 ...11). Even though the results proved acceptable, various limitations might have incurred in this study. Therefore, recommendations included further research on the effects of providing immediate feedback with varied samples, longer intervention period, and improved technological devices to provide guidelines for informed decision making regarding the use of SRS as an immediate feedback tool. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Organizational fit is defined as the congruence of values between people and organizations. This study examines the relationship between self-concept and organizational fit in gifted adults and the moderating effects of social support and work tenure. Utilizing a mixed methods research design, 322 gifted adults were surveyed to determine the impact of self-concept on organizational fit. Participants were provided with a survey instrument to examine self-concept, organizational fit, social support, and work tenure. A large subset of the participant base responded to two qualitative questions in which they provided additional context about the role that giftedness has played in their work experiences and what improvements their organizations can make to improve their current work experience. The research intent was to determine the relationship between self-concept and organizational fit to advance the study of giftedness across the life span and inform organizations about the needs of the gifted adult demographic in the workforce. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The concept of giftedness has evolved significantly from its early conceptualization as a single score on an intelligence test to modern conceptualizations that reflect multiple, distinct areas in which giftedness may be demonstrated. Although Dr. Marland's landmark 1972 report proposed additional areas in which an individual may be characterized as gifted, currently there is no consensus on a uniform definition of giftedness. Many educators and psychologists have proffered their interpretation of giftedness, but school psychologists, the educational professionals who often conduct evaluations to determine eligibility for gifted services, historically have had little input into this debate. This study utilized three vignettes to examine how school psychologists perceived giftedness. The first vignette reflected an individual with an IQ score of 130 and a strong academic profile while the second vignette reflected an individual whose IQ score was slightly lower than 130 and also had a strong academic profile. The final vignette described an individual with strong artistic skills but did not meet the traditional benchmark of an IQ score of 130 or higher. Participants also answered a variety of demographic questions about themselves and their place of employment. Data analyses suggested that school psychologists overwhelmingly associate giftedness with an IQ score near or above 130. Conversely, only 33% of participants identified the individual with strong artistic skills as gifted. Participants from Ohio, a state with a well-defined and inclusive definition of giftedness, were more likely to identify the artistic individual as gifted, suggesting that state definitions of giftedness influence school psychologists' perceptions of giftedness. Although the results of this study are tempered by both the low return rate on the survey and the small size of the sample, they suggest that school psychologists support a more traditional conceptualization of giftedness. Additional research is recommended to confirm the results of this study and to further explore specific characteristics that school psychologists believe reflect giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this autoethnographic study is to describe the academic journey of a twice exceptional Black male with dyslexia. The central research question is: What were some of the stories along my academic pathway that seem significant? The research design positioned me inside the culture in which I am the investigator and also the topic of examination. The research methodology employed for this analysis was autoethnography because it is through the intersection between narrative inquiry and ethnography that I am able to articulate my lived experiences using a transformative framework that provided a deeper understanding of how race, gender, giftedness and dyslexia have influenced my academic journey. An analysis of my journey leads to the finding that it is the intersection of identity categories that must be attended to in order to support the learning of students with "triple-identity." The significance of this dissertation is that it has the potential to help teachers across a wide array of academic disciplines who are interested in meeting the needs of students who are marginalized and underperforming in school, particularly Black males who are gifted and have dyslexia. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

In the 29 years since the last special issue in the Journal of Counseling & Development focusing on gifted individuals, there has been considerable research regarding giftedness. However, meeting the counseling needs of gifted individuals has not been on the national agenda in counselor preparation. This article outlines the status of counseling the gifted from the standpoint of both the counseling and the gifted education professions and includes recommendations for future directions for both fields. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial discusses the identification of effective learning environments. Leading models of expertise development and giftedness have placed environmental factors as fundamentally important for understanding attainment. This special issue of Psychological Test and Assessment Modeling highlights the diversity of approaches used by researchers who have examined optimal environments for learning and achievement and the various influences of different forms of educational and learning capital. It is hoped that the papers featured in this special issue will enhance the knowledge of its readers in the field of educational and learning capital. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Objective: To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD) in intellectually gifted adults and children. Methods: Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ) had been previously evaluated using Raven’s Progressive Matrices (RPM) test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self- Report Scale (ASRS-18) for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs). Thirty-nine children (grades 1-5) exhibiting IQ scores above the 99th percentile, as well as an equally matched control group, were assessed for ADHD by teachers using the Swanson, Nolan and Pelham IV Rating Scale (SNAP-IV) as used in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA-SNAP-IV). Results: In gifted adults, the frequency of ADHD-positive cases was 37.8%, and the total MPA score was significantly associated with ADHD (p < 0.001). In children, the ADHD-positive case frequency was 15.38% in the gifted group and 7.69% in the control group (odds ratio [OR] = 2.18, p = 0.288). Conclusions: The high frequency of ADHD symptoms observed, both in gifted adults and in gifted (and non-gifted) children, further supports the validity of this diagnosis in this population. Furthermore, the significant association between MPAs and ADHD suggests that a neurodevelopmental condition underlies these symptoms. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This editorial presents an overview of the present issue of the Roeper Review. This collection of articles includes more exploration of dual exceptionality, big-picture frameworks, and practical interventions for the gifted in two nations and some deep probing into domain-specific expertise. Finally, to add some interdisciplinary flavor to each issue of the journal, the editor provides an insight from one or more "foreign" disciplines to help us think more expansively about giftedness, talent development, and creativity. These insights take the form of very brief summaries of work done in the social sciences, the humanities, and the natural sciences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children’s disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Several studies question the usefulness of the Wechsler Intelligence Scale for Children (WISC-IV) in determining giftedness due to the importance of speed in some of its subtests, which may penalize children of high intellectual level. This study analyzes the factor structure of the WISC-IV of gifted children based on confirmatory factor analysis. Participants were eighty-seven gifted children from Spain (6–13 years old). Score discrepancies were also examined for the main indexes: Verbal Comprehension, Processing Speed, Working Memory and Perceptual Organization. Results pointed out four models with a good fit from the five models analyzed: a two-factor model according to GAI subscales (RMSEA = .001, p = .84), a four-factor first-order model including main indexes (RMSEA = .05, p = .19), a four-factor model with g as a direct factor (RMSEA = .001, p = .84) and a four-factor model with g as an indirect higher-order factor (RMSEA = .05, p = .13). Discrepancies were found between Verbal Comprehension and Processing Speed, and between Perceptual Organization and Processing Speed. Verbal Comprehension yielded the highest score, whereas the lowest scores were obtained in Processing Speed and Working Memory. These results support the use of this scale in the assessment and diagnosis of Spanish children with a high intellectual level. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Giftedness in mathematics has been characterized by exceptional attributes including strong mathematical memory, formalizing perception, generalization, curtailment, flexibility, and elegance. Focusing on the last attribute, this study examined the following: (a) the criteria which expert mathematicians and mathematically gifted students fleshed out to identify their own most preferred mathematics problem-solving approaches and (b) the extent to which students perceived expert mathematicians’ preferences for one approach over the others as aesthetically pleasing. The findings suggested that: (a) unlike expert mathematicians who saw beauty in mathematics as an exhaustive consequence of simplicity and originality, mathematically gifted students found mathematical elegance only in approaches that were efficient in terms of time and number of steps to solve the problems and (b) although expert mathematicians considered mathematically gifted students’ most preferred approaches to be the least “beautiful,” mathematically gifted students, showing no enthusiasm, considered expert mathematicians’ most preferred approaches to be no more attractive than their own approaches. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The aim of this study was to compare personal and contextual factors and learning experiences that can contribute to the career choice among students with and without characteristics of giftedness and talent (G&T). Participants were 275 high school students who completed a questionnaire and instruments that assess interests, outcome expectations/values, occupational self-efficacy and career choice. Adolescents with G&T (9.1%) showed higher levels in some dimensions of these variables. However, when analyzing each grade, the groups were equivalent in the third year of high school for the first two variables, and in the first year in the scale of values. It was concluded that students with G&T need professional guidance as much as their peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

First we describe one particular model of talent development (Jarvin and Subotnik in The handbook of secondary gifted education. Prufrock Press, Waco, 2006) and situate it in perspective to other models developed in North America and Europe. We then discuss the implications of this view of giftedness on education and review related resources and approaches available in North America and Europe. We will conclude with the need for further international coordination in our understanding and promotion of talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Introduces the special issue of the 2015 Asia Pacific Education Review, the first issue covering themes on creativity, giftedness, and talent development. The issue consists of 16 articles authored by internationally leading scholars in education and psychology. About half of the manuscripts were invited specially for this issue, and the other half were based on invited presentations at the 2014 International Conference on Education Research, which was sponsored by the Education Research Institute of Seoul National University under the theme of "Leading Creative Minds: Talent Development and Convergence Education." (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The authors hypothesize that gifted individuals are subject to microaggressions based on their unique characteristics. These microaggressions are perpetuated when gifted individuals are also Black, Hispanic, or low income. Research from the field of gifted education is combined with the counseling and psychology literature to explore the common assumptions that may lead to microaggressions. Multicultural considerations for counseling are discussed through the context of giftedness. Recommendations for counseling culturally different and low‐income gifted students are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability among preschool children using a logistic regression analysis. Specifically, parents and childcare providers were asked a series of questions relating to socially maladaptive behaviors, concentration, empathy, worry, and friendship of a nationally representative sample of children born in 2002. The results of the study demonstrate that childcare providers and parents of preschool children ( M age = 53 months) have different patterns of observations of social and emotional characteristics of children, and that concentration and socially maladaptive behaviors were significant predictors of early giftedness in literacy. There were no social or emotional predictors of early giftedness in mathematics found in this study. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

[Correction Notice: An Erratum for this article was reported in Vol 60(1) of Gifted Child Quarterly (see record 2016-01130-006). The original article should have included the following acknowledgment: The authors would like to acknowledge the contributions of Corinne Alfeld and Becky Prince Kennedy to this study, particularly for their assistance with developing the survey and data collection.] Using survey responses from students who participated in the summer programs at two university-based gifted education institutions, this study examined changes in gifted students’ perceptions of their learning environments, accelerated summer programs and regular schools, and social support in lives after participation in the summer programs. Our sample of gifted students was generally favorable about their classroom experiences and interactions with their teachers both in the gifted programs and regular school classes. Some noticeable differences were greater acceptance and support for giftedness, a stronger connection to peers, and greater ease in peer relationships reported during the programs, and enhanced maturity and orientation toward future after the programs. While all students relied on family and peers as sources of social support before, during and after the summer programs, older students also endorsed being able to rely more on themselves. Perceptions of greater social support seemed to be related to more positive assessment of students’ summer and school classes, although causality can go in either direction. Overall, this study suggests that gifted students’ summer program experiences may be instrumental in receiving affirmation about their giftedness from peers, enhancing independence and maturity for academic life, and building stronger belief in themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

What happens when a gifted child grows up? Despite a slew of provocative book titles regarding gifted adults in the mainstream media, and the inclusion of the notion of giftedness among adults in the definition of giftedness proposed by Subotnik, Olszewski-Kubilius, and Worrell, there is a limited amount of research that has examined the gifted adult. In this systematic review of the literature, we categorized the available research literature into nine thematic areas: (a) whether or not gifted children become gifted adults; (b) family of origin; (c) effects of early educational experiences; (d) characteristics of gifted adults; (e) career; (f) family of procreation; (g) career and family interaction; (h) life goals, satisfaction, and well-being; and (i) counseling. Implications for gifted adults and the field of gifted education are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)