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This chapter describes a special form of giftedness in the domain of leadership. Although this domain has been officially recognized in the United States Office of Education since 1972, this chapter defines what makes this form of giftedness different in its outcomes and nurturance from other domains of ability. The first section will review the leadership giftedness field while the remaining sections will describe leadership skills measures and recent research applied to young students engaged in a leadership development program. The chapter will conclude with a discussion about what may be possible "innate" aspects of leadership and what traits, perceptions, and behaviors might be developed through concerted training in leadership skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Is the possession of formidable abilities, skills, a creative flair, and considerable intellectual prowess, a path to successful leadership? The brief answer is no. While leadership is a human universal, few theories and management procedures include a biological and genetic foundation for explaining and facilitating leadership behavior and practice. Gifted individuals, irrespective of how ethical, intelligent, and wise, are highly unlikely to reach the pinnacles of power and influence. They are too different in comparison to most others. Should they manage to move upwards in the social hierarchy despite of this, they arrive at the top as changed individuals. By force of evolution, social status as well as degree of power and influence, change the behavior of an individual physiologically affecting both perception and personal characteristics prompting a leader to become less ethical and more coercive as well as manipulative. This chapter focuses on the evolutionary origins of leadership and discusses the obstacles to operationalize transformational leadership in large groups and populations. While a consistent ethical and compassionate leadership is largely a futile endeavor on a large scale, it is feasible on a much smaller scale with a group of fewer than about 250 individuals. Glamour, fame, and worldwide recognition, as attributes of an ethical and wise Great Leader to nations, large organizations, or multinational businesses, contrary to the hopes and wishes of many, are not available for our best and brightest—and never will be, unless Homo Sapiens is somehow reprogrammed by evolution. The possible implications of this for gifted leadership training is discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The development of Leadership is essential for the development of gifted children and youth and requires unified and competent leaders to act as guides and role models. Leadership experience can help and motivate gifted children and assist them in learning in a global environment. Is leadership potential something that we are born with or can we learn it? How can we discover and develop it in high ability children? In this chapter, I will try to answer and clarify these questions and share the newest methods of development of leadership and what we can do for our bright children. Our goal here is to provide a definition that is useful across all domains of education and explore several perspectives of leadership in gifted education and its relationship to giftedness and creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Although Catharine Cox's (1926) study of 301 geniuses was published as the second volume of Lewis Terman's (1925-1959) five-volume Genetic Studies of Genius, it adopts a completely different approach to addressing the relation between early intellectual giftedness and later adulthood achievement. Rather than a psychometric prospective study of high-IQ children. Cox conducted a historiometric retrospective study of eminent creators and leaders, estimating early IQs from biographical data. For a subset of 100 geniuses, she also augmented the IQ scores with measures on 67 character traits, and thereby established the key role played by personality factors, most notably drive and persistence. The net result is a monograph that represents the greatest single historiometric investigation ever conducted, providing a model for subsequent research on the relation between IQ and achieved eminence in both creativity and leadership. Later inquiries also reinforced the supreme importance of motivational factors in attaining success. Future research should update the list of eminent creators and leaders for whom we have comparable IQ estimates. In addition, the inventory of personality variables should expand to include several omitted factors, including traits associated with subclinical psychopathology. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Every year, students from 3rd, 6th, and 9th are nominated to take the Multiple Cognitive Abilities Assessment (Mawhiba Assessment) to determine whether they possess giftedness and are entitled to special programs that cater to such giftedness. Students who meet a certain threshold on all fours areas of learning measured on the assessment are determined to be gifted and are thus given many opportunities to utilize their giftedness. Considering the importance of this assessment and the benefits given to those who do well on it, it is essential to ensure that the assessment is fair for all individuals who are chosen to take it.This study looks at determining whether the items on the Mawhiba Assessment function similarly for both males and females who take the assessment. Eight different types of DIF analyses were conducted to ensure gender fairness and compared to test whether these methods give similar results for every item on the assessment with females (reference group) and males (focal group). For two of the most common analyses, Mantel-Haenszel and Lord's Chi-Square, DIF analyses were run between males and females for the entire sample as well as for those identified as being gifted, as defined by specific parameters set by the researcher. It was found that the DIF had larger effects with the gifted sample as compared to the overall sample. The remaining six DIF analyses only looked at differences between males and females for the overall sample. The multiple DIF analyses produced findings that allowed the researcher to obtain a complete understanding of possible gender bias.Generally, it can be concluded that the Mawhiba Assessment is a fair assessment; however, males were more advantaged on the Mathematical and Spatial Reasoning and Scientific and Mechanical Reasoning sections, whereas females were more advantaged on the Linguistic Reasoning and Comprehension section. Both groups had an equal advantage on the Mental Flexibility section. These findings reflect what has been found in previous research and can be used by the officials who develop and maintain the Mawhiba Assessment to help ensure a fair testing instrument. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study explored the affect race had on gifted referrals at the 90th and 95th percentiles, based on the Cognitive Abilities Text 7 (CogAT 7). Achievement, Opportunity and Excellence Gaps are defined and put into historical context including systems of power and privilege. Giftedness is defined. The history of Gifted Education is explored through a Culturally and Linguistically Diverse (CLD) lens. Research questions explored race and its affect on the Cognitive Abilities Test, CogAT 7, and the significance of difference between racial groups at the 90th and 95th percentiles. The results of this study indicate: (a) CogAT 7 test scores are affected by race, (b) 95th percentile gifted referrals were significantly different across race, (c) 90th percentile gifted referrals were significantly different across race, (d) when comparing 90th and 95th percentile referrals, there was a significant difference, and (e) gifted referrals at the 90th and 95th percentiles were significantly not equitable across race. Recommendations for further study include the development of district equity goals, second screening processes, and talent enrichment programs and/or strategies for CLD learners. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This qualitative research study was conducted to examine whether investing in innovation and gifted intelligence would improve America's economic well-being. The investment issue became a problem because educational researchers researched innovation as creativity rather than as productive behavior. Moreover, in the literature, adult giftedness was perceived as negative development rather than as alternate normative behavior. The purpose of this research study was to generate new knowledge about innovation and adult giftedness. WICS (wisdom, intelligence, creativity, synthesized) theory of intelligence provided the theoretical framework because intelligence is a measure of human productivity potential. The neuropsychological conceptual framework facilitated a cognitive map of the innovation process. The multicase historic research design provided the answers to the research questions. Four real life historic events embedded with innovation activities and behavior utilized comparative methodology to mark patterns in behavior and cognition. Raw data gleaned from archival/historic research was analyzed utilizing content analysis of primary resources. The key results were: (a) the innovation process is a psychological tool that transcends creative activities; (b) empathy, intellectual complexity and moral intelligence is linked to wisdom and continuous learning; and (c) transcendent experiences are intrinsic motivations to reach beyond expected productive behavior. Outcomes from this study are useful for I-O psychologists because high intelligence can increase organizational productivity levels and sustain business. The positive social change implications are business administration will have to redirect business strategies to focus on employees and relationships, and training and development. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study investigated the developmental trajectories of the Implicit Theories of Intelligence among gifted and non-gifted Filipino students. when students were grouped by giftedness. gender. grade level, and prior science academic achievement. The researcher also determined the predictive relationship between students' view of intelligence and IQ score, grade level, and prior science academic achievement when students were grouped according to giftedness. Students' implicit theories of intelligence were determined using Dweck's (2000) Implicit Theories of Intelligence Scale for Children (ITISC) and IQ score was measured by administering the Raven's Progressive Matrices. Archival data of students' scores in the science diagnostic and achievement assessments in the school year 2016-2017 were used to measure the students' prior science academic achievement. This study was conducted in two large elementary and secondary public schools in Compostela Valley Province. in the southern region of the Philippines. The participants were 1 72 grades 4-6 pupils and 182 grades 8-10 students. The data collected from the participants were analyzed through quantitative method using descriptive statistics. t-test, Pearson r correlation, Chi-square. and Stepwise multiple linear regression. Among the major findings were the following: there was no significant difference in the view of intelligence between the gifted and non-gifted students: both male and female groups consistently registered a higher degree of growth mindset: high school students tend to portray a higher degree of growth mindset compared to elementary pupils: students with above average science achievement demonstrated the highest degree of growth mindset while average science achievement students had a higher degree of growth mindset compared to those with below average science achievement: and view of intelligence was significantly predicted by grade level and prior science academic achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation focuses on the literacy practices of three focal students who composed multimodal comic memoirs about the emotional struggles and obstacles they faced related to being labeled academically gifted and talented. As a qualitative action research study (Hewitt & Little, 2005; Munn-Giddings, 2012), in which the teacher of the focal classroom was the primary researcher, a sociocultural framework (Dunsmore & Fischer, 2010; Wertsch, 1991) was employed to investigate the three focal students' uses of multimodal composition to address the research questions: RQ1, In what ways do gifted secondary students use the comics medium to produce multimodal memoirs? RQ2, What experiences do gifted secondary students represent when they design comic memoirs? and RQ3, What do gifted secondary students reveal about competing representations of race, gender, class, and giftedness as they depict themselves in comic memoirs? To address the research questions, the researcher used a qualitative case study design (Merriam, 1998; Yin, 2009), collecting data over five years (2013--2017) while teaching a literature-based comics class at a summer enrichment program for gifted secondary students. Based on a conceptual framework comprising the intersections of literacy practices related to multiliteracies (Sanders and Albers, 2010) and multimodalities (New London Group, 1996) in connection with visual literacy skills (Frey & Fisher, 2008), data analysis included a variant of grounded theory (Glaser & Strauss, 1967), Situational Analysis (Clarke, 2005), which takes a cartographic approach to the collection and analysis of data within the study's situation, including its environment, social spheres, and setting. Findings point to the focal students' deep-seated emotional turmoil related to gender, racial, and gifted identities; reports of emotionally debilitating social and academic expectations connected to giftedness; and personal narratives of being silenced and socially alienated. Implications are discussed concerning how the unique visual literacy strategies available while making comic memoirs helped the focal students gain perspective on and insight into their struggles with identity and related social and cultural practices. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The ImPACT aims to measure neurocognitive functioning in student athletes. Many schools administer preseason ImPACT assessments to determine athletes' baseline functioning. Follow-up ImPACT assessments are administered to athletes who sustain concussions to compare their pre- and post-injury functioning. Normative data may be used in place of individualized baseline scores if athletes were not administered baseline assessments. At the inception of this study, normative datasets consisted of scores from typically developing athletes. However, research suggests athletes of varying gender and exceptionality statuses perform differently on baseline ImPACT assessments. In particular, differences were found among male and female athletes as well as athletes with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) when compared to control groups. Although some studies have suggested gifted and/or talented students may perform differently on ImPACT baseline assessments, no present study has directly examined this concept. The present study investigated baseline score differences between males and females and among students with LD, ADHD, giftedness, and typical development on the five composites of the ImPACT (Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, Impulse Control). Findings of the present study revealed significant main effects of exceptionality status. Contrary to initial hypotheses, no significant main effects of gender were found. Additionally, no significant interaction effects were discovered. Follow-up analyses revealed members of the Gifted group obtained significantly higher scores than members of the Control group on Verbal Memory and Visual Memory Composites. The importance of these findings, limitations of the study, and directions for future research are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this quantitative causal-comparative study was to compare pull out and inclusion programs in two Texas school districts in terms of fourth grade students' academic performance in mathematics, while controlling for gender. The theoretical framework was provided by Renzulli's Three Ring Concept of Giftedness and based on the premise that giftedness is not a fixed state of being but a developmental component that has the potential to change over time. The final sample used in the analysis included 484 gifted students from the inclusion program at Southeastern Independent School District and the pull-out program at Southwestern Independent School District. The analysis was conducted on de-identified secondary data. Research Question 1 addressed the difference between the students in the two programs in terms of their math achievement. Research Question 2 addressed the interactive effect of program type and gender in terms of students' math achievement. The results showed a nonsignificant main effect, F(1, 480) = 1.72, p = 0.40, and a nonsignificant interactive effect of program type and gender, F(1, 480) = 1.37, p = 0.24. However, the slightly higher math mean score of the inclusion program compared to the pull-out program (1610.58 vs. 1604.82) justifies further research on this topic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this systematic, grounded theory study was to explain the educational processes used by homeschooling families of gifted and twice-exceptional children. For this study, educational processes were defined as instructional methods, curriculum, and structure used by homeschooling parents in the academic development of their gifted and twice-exceptional child. The conceptual framework guiding this study was choice theory developed by William Glasser with the influences of Robert Sternberg's theory of successful intelligence and Kurt Fischer's dynamic skills theory as these theories explain how choices are influenced by parents' understanding of their children's cognitive development, giftedness, and twice-exceptionality within a cultural context. This study sought to answer the question: What are the educational processes that families implement within the homeschool environment in educating their gifted and twice-exceptional children? This systematic grounded theory study was conducted using 14 individual homeschooling parents and one father-mother couple. Participants were recruited through a combination of convenience, snowball, and web-based respondent driven sampling. Data was collected using a demographic questionnaire, interviews, a letter of advice, journaling, and memoing. The data was analyzed using open, axial, and theoretical coding procedures. This study resulted in the development of four process models: (a) the process of choosing to homeschool, (b) the process of choosing curriculum, (c) the process of choosing instructional methods, and (d) the process of choosing structure. Additionally, the conceptual framework led to an amalgamation of the theories to develop a new theory: personalized education theory of gifted and twice-exceptional homeschooling. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study is to understand achieving and underachieving honors students' perceptions and experiences of their talent development process. Students currently enrolled in the Honors College at research-intensive public university in the Midwest participated in this study. Gagné's Differentiated Model of Giftedness and Talent (DMGT, Gagné, 2009) was used as a conceptual framework with a sequential explanatory mixed methods research design. In the quantitative phase, the Academic Talent Development Factor Survey was redeveloped to measure honors students' perceptions and experiences of their academic talent development in terms of four components of DMGT: gifts, intrapersonal catalysts, environmental catalysts, and developmental process. A total of 174 honors students were assigned to two groups: achieving (n = 143) and underachieving (n = 31) groups. The redeveloped survey showed an acceptable model fit but should be improved to accomplish reasonable reliability and validity. The National Survey of Student Engagement (NSSE, 2011) was used to determine whether honors students with underachievement are less exposed to good practices for undergraduate education (Chickering & Gamson, 1999) than their peers who maintain high academic performance.In the quantitative phase, discriminant analysis and chi-square test results did not yield appreciable differences in pre-college characteristics including gender, ethnicity, and SAT/ACT scores between two groups. In terms of four components of DMGT, discriminant analysis results revealed that developmental process, environmental catalysts, intrapersonal catalysts were statistically significant factors to determine differences between achieving and underachieving honors students in this study. Additionally, discriminant analysis results indicated that achieving and underachieving honors students showed high level of exposure to good practices. The differences between two groups were significant with good practices including (a) faculty interest in teaching and student development, (b) quality of non-classroom interaction with faculty, (c) academic challenge and effort, and (d) challenging classes and high faculty expectations.In the qualitative phase, in-depth interviews were conducted to investigate similar and different patterns between achieving and underachieving honors students. Interview data from eleven achieving students, four underachieving students, and three honors advisors/staff were analyzed. From the student interviews, four composite textural themes and four composite structural themes were identified. From the interviews with staff/advisors, four composite textural themes and four composite structural themes were identified. Qualitative analysis results supported the findings from the quantitative phase and provided detailed picture of participants' perceptions and experiences. Both achieving and underachieving students confirmed their natural ability but understood the importance of effort, task commitment. Honors students in the achieving group showed clear purpose of being honors students, focused on benefits, and anticipated opportunities in their academic talent development in the honors college Underachieving honors students did not share the same expectations. Honors students in the underachieving group viewed benefits as either unimportant or as additional work. Since few studies exist related specifically to the talent development process of honors students, this study adds to the literature and understanding of underachievement in honors college. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

In 1972, visual arts giftedness was recognized as an aspect of giftedness that needed to be nurtured and developed (Marland, 1972). However, students with gifts and talents in visual arts continued to be overlooked in the field of gifted education. Addressing these gaps in the field of gifted art education, I conducted a mixed methods study to examine the issues. The quantitative part of the study consisted of developing a survey instrument, Perceptions about Art Giftedness, and conducting an exploratory factor analysis (EFA) to investigate construct validity of the instrument. The initial instrument consisted of 23 items. Due to the focus of the study and the specificity of the survey, it was necessary to be selective in recruiting the participants. The inclusion criteria are: (a) they must be art teachers in an arts school or a public school that serves middle or high school grade levels; and/or (b) they must be teaching visual arts or fine arts. A total of 150 participants completed the survey. For the qualitative part of the study, I contacted the participants who completed the survey and asked if they were willing to be interviewed (n=11). Since this was an exploratory study, I began with the qualitative analysis. Three major themes were developed from the qualitative analysis: (a) attitudes and behaviors aligned with Art, (b) attitudes and behaviors aligned with giftedness, and (c) the participants' use of the selection process and the limitations. These themes highlighted how differently art teachers perceived visual art giftedness from the common understanding about giftedness and the importance of creative behaviors in art giftedness. Additionally, these art teachers also commented on the similarities between visual arts giftedness and conventional understanding of giftedness. They shared examples of characteristics, such as being self-directed and able to work independently that they observed among their gifted art students. From the quantitative analysis, the EFA results indicated a two-factor model with Factor 1 had a Cronbach's Alpha of .89 and Factor 2 has a Cronbach's Alpha of .91, suggesting that they were reliable estimates of the data's internal consistency. After examining the factor loading for the items, four items were eliminated due cross-loading and low communalities. Of the 19 items were retained, 10 items (.467 to .895) loaded onto Factor 1 and nine items (-.451 to -.937) loaded onto Factor 2. After examining the items for each of the factor and based on the results from the qualitative analysis, new descriptors were developed. Factor 1 (dispositions towards creative giftedness) consisted of items focusing the artistic attitudes and behaviors demonstrated by students who were gifted in visual arts. Factor 2 (dispositions towards conventional giftedness) contained items focusing on attitudes and behaviors that were traditionally associated with giftedness. In summation, results from qualitative and quantitative analysis helped to illustrate how participants were looking for characteristics in gifted visual arts students that goes beyond those highlighted by researchers in gifted education. The participants were not only focused on creative behaviors when identifying gifted art students, but they were also looking for conventional gifted characteristics; such as self-directedness, independence, and task commitment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Diversity is an enriching reality of our 21st century classrooms. The gifted and talented learner cannot be left behind. Gifted students often show areas of giftedness in language as well as foreign language learning and are present in our general classrooms everyday. Persevering and pursuing their talent and interest with a teacher who can challenge and therefore promote learning may be a key element. Differentiating the curriculum, differentiating instruction as well as assessment are pedagogical 'musts' if we aim to embrace the diversity of our most able students in this era of great accountability. There has to be, as suggested by experts a match between 'who', 'what' and 'how' we teach to result in student engagement. This 'who' is not the gifted group as a block but each individual high ability learner who brings with him an array of different characteristics, strengths and weaknesses. This array of characteristics requires an array of measures; acceleration and enrichment on their own might not be enough. It is of great importance that the Portuguese educational system embrace more delineated strategies of differentiation in order to cater for the needs of the heterogeneous population of gifted and talented learners present in our classrooms. This study, comprising of both a quantitative and qualitative design, gathered data from 110 public and private school teachers (of English) regarding their attitudes and perceptions of the gifted and gifted education as well as of self-reported strategies being implemented in class. Further information was collected from classroom observations as well as semi-structured interviews. Findings suggest that secondary teachers of English harbour very positive attitudes towards gifted learners in what concerns understanding their educational needs and also indicate that teachers' ideologies do not intervene with the provision for the gifted. However, secondary teachers of English in Portugal seem to harbour ambivalence regarding the perception of the isolation of gifted individuals as well as towards ability grouping despite the existing empirical research evidence. It was also found that based on the sample of teachers of English as a Foreign Language that iii participated in this study, little or no differentiation that caters for the gifted is taking place in Portuguese classrooms. To help lessen the achievement gap in what could be and what is and to rectify the inattention so far towards this subpopulation of learners, an overview of differentiation strategies that can be used in an English as a Foreign Language setting is suggested, alluding additionally to the idea that some practices are effective with all learners and are synonymous to driving up standards for all. Furthermore, the improvement in the understanding of the concept of giftedness, working with teacher beliefs and attitudes and embracing differentiation are recommended practices during teacher training courses. Professional development and further research concerning subject-specific strategies and more supportive school leadership as well as more inclusive laws are also highlighted as some of the current challenges and ways forward in embracing giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

In the world of gifted education, educators must first find students who qualify for gifted services. Various stakeholders in public elementary education often nominate students for gifted identification and ultimately gifted programs. It is important to determine if stakeholders' conceptions of giftedness are the same or different, as conceptions influence actions. There is substantial research on teachers' conceptions of giftedness but limited research on parents' conceptions of giftedness. The purpose of this study was to explore stakeholders' conceptions of giftedness and answer the research question: How do stakeholder groups describe giftedness? Participants included parents of elementary gifted students (n = 217), general education K-5 teachers (n= 213), gifted teachers (n= 87), and gifted coordinators (n= 36) from 3 states and 23 schools that mandated gifted identification and programming. Gifted stakeholder groups described giftedness as differences from same age peers in four subthemes: (a) advanced capacity to learn and reason, (b) high-level performance, (c) the need for challenge, and (d) unique personality characteristics and behaviors. Stakeholder groups all described giftedness as differences from same age peers; however, the frequency of each subtheme varied. Parents emphasized a need for challenge beyond the typical age-based learning environment. General education teachers emphasized high performance. Gifted teachers and coordinators emphasized district and state criteria for gifted identification, stressing ability test scores and potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT ( N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and stigma theory. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

In this article, I discuss the application of an augmented theory of successful intelligence to identification, teaching, and assessment of the gifted in STEM disciplines. The theory holds that giftedness in STEM (as well as in other fields) can be understood in terms of an integration of creative, analytical, practical, and wisdom-based skills. First, I introduce the general issues underlying the article. Then, I discuss the relevance of the theory to identification. Next, I consider issues relevant to teaching the gifted in STEM disciplines. Finally, I draw some conclusions regarding the teaching of the gifted in STEM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Meaning in life has been found to be of particular importance for the subjective well-being of intellectually gifted individuals. However, there is a lack of research about what contributes to gifted adults’ meaning in life and how it could be enhanced. This study examined if the devotion of one’s gift or talent to the well-being of others—i.e., the source of meaning “generativity”—would lead to a sense of meaning and, in further consequence, result in higher subjective well-being over time. Furthermore, we hypothesized that the effect of meaningfulness on subjective well-being was conditional on trait self-control. Longitudinal data of two gifted groups was obtained via an online study: 100 intellectually gifted individuals (55% female; mean age 43 ± 9 years) and 52 high academic achievers (29% female; mean age 57 ± 14 years). The former group experienced significantly lower levels of meaningfulness ( p = 0.001, η² = 0.076), self-control ( p < 0.001, η² = 0.090), and generativity ( p = 0.025, η² = 0.034) than the latter. As expected, the actualization of generative orientations in life enhanced both gifted groups’ meaningfulness and, in further consequence, their subjective well-being over time. Furthermore, the positive association between life meaning and subjective well-being was enhanced by trait self-control among the intellectually gifted but not among the high academic achievers. However, as proposed, the latter’s subjective well-being was strongly related to self-control. Results highlight that a generative orientation can help gifted individuals to advance a personal sense of meaning and happiness over time. In this context, intellectually gifted individuals appear to particularly benefit from self-control. Consequently, the intrinsic willpower to subdue inner responses, emotions as well as undesired behaviors might strengthen the positive effect between sources of meaning, life meaning, and subjective well-being. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of twice-exceptional students who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between low and high achievers in their learning potential as revealed by their performance on DA. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)