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Around six percent of students in the United States receive some sort of gifted educational programming. School must think about how giftedness is defined and measured in order to make decisions regarding which students receive such programming (Pfeiffer, 2015). Ability testing remains one of the most common identification practices in schools (McClain & Pfeiffer, 2012) . This is because ability tests are thought to be a measure of academic potential (Chapmann, 1988). Consistent relationships exist between individually-administered ability tests and academic achievement (Caemmerer, Maddocks, Keith, & Reynolds, 2018; Deary, Strand, Smith & Fernandes, 2007; Kaufman, Reynolds, Liu, Kaufman & McGrew, 2012). Group-administered ability tests provide an efficient, cost-effective, alternative to traditional intelligence tests when assessing students for gifted programming (Cao, Jung, & Lee, 2017). However, research associating group-ability tests and academic achievement tests is limited, and their ability to measure students' academic potential has not fully been explored. This study targeted this gap in literature by exploring ability–achievement relationships between two commonly administered group-ability tests, the Cognitive Abilities Test (CogAT) (Lohman, 2012) and the Naglieri Nonverbal Ability Test (NNAT) (Naglieri, 2018), and individual academic achievement in Reading and Mathematics as measured by performance on the Weschler Individual Achievement Test, Third Edition (WIAT-III) (Weschler, 2009). This study in Seventy-five second-eighth grade students who had received group-ability testing through their local schools or a university training clinic received follow-up educational testing with the WIAT-III. Using regression analysis, this study found that both the NNAT and the CogAT relate to academic achievement in reading and mathematics. Furthermore, the three distinct batteries of the CogAT (Verbal, Quantitative, and Nonverbal) were found to differentially relate to reading and mathematics achievement. The findings from this study provide support for the use of these group-administered ability tests as a measure of academic potential which may be useful in the identification of students eligible for gifted programming. Schools should consider these findings, amongst other student characteristics, when making educational placement decisions based upon students' performance on these group-administered assessments. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The issue of biases associated with labeling students as gifted or as having a disability presents a significant challenge to educational professionals with regard to identification and the provision of services. In the presence of labels indicating giftedness, disability, and twice exceptionality, research consistently demonstrated biases on the part of parents, teachers, and even other students. These biases could prevent students from receiving the services they need to achieve their fullest potential (Bianco & Leech, 2010). The current study systematically replicated a study by Bianco and Leech (2010) and examined the influence of disability labels on teachers' decisions to refer students to gifted programming. Further, this study investigated whether there were any differences in teachers' responses based on the type of teaching certificate they held (i.e., gifted education, special education, general education). Three groups of in-service teachers (85 general, 59 special, and 43 gifted education teachers) from the Western region of Saudi Arabia participated in the study. A cross-sectional survey methodology was employed. Teachers were randomly assigned to one of three survey conditions that consisted of a vignette that described a student with both giftedness and high potential traits, differing only with respect to one of three labeling conditions (no label, learning disability [LD], autism spectrum disorder [ASD]).Multinomial logistic regression was used to assess the influence of teacher type and the labeling condition on the teachers' ratings. Responses to an open-ended question that asked teachers to provide a reason for their referral decisions were analyzed qualitatively. The quantitative analysis showed neither teacher type nor the presence or absence of a disability label had a significant influence on the overall ratings, which was in sharp contrast to Bianco and Leech's (2010) results. The interaction of the two variables was also nonsignificant. Most of the participants (94%) chose to agree or strongly agree with a referral. However, of the few nonreferrals, most were for students with ASD. Three themes emerged from the qualitative analysis of the teachers' rationales including (a) the student shows gifted traits, (b) the student's skills could be cultivated with support, and (c) the student does not fit the definition for giftedness.Findings from this study provided insights into the issues of labeling students and the status of twice-exceptionality in Saudi Arabia. The results indicated limited, negative bias among different types of teachers with respect to students with disabilities. Also, the participants in this study showed a strong orientation toward supporting the growth and development of the student in all three vignette conditions. However, it remained clear that Saudi Arabia would still greatly benefit from establishing a clear policy on twiceexceptionality and providing training programs to educators with respect to defining, identifying, and educating students with giftedness and disabilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This exploratory sequential mixed methods study aimed to investigate the potential connection between districts' GT programs' policies and practices and the representation of Blacks, Hispanics, and English Language Learners (ELLs) in those programs. This study included a review of the Texas State Plan for the Education of Gifted and Talented Students operationalized in 79 school districts by analyzing their gifted and talented policies. Specifically, districts' definitions of giftedness, identification criteria, and the areas of giftedness they recognize were retrieved and used to classify school districts into specific categories. Additionally, the researcher analyzed whether districts had any strategic goal or plan in place to address the historical underrepresentation of Blacks, Hispanics, and ELLs in GT programs and services. The data collected comprised of printed and electronic copies of publicly released information made available on school districts' website pertaining to gifted and talented programs and services. Moreover, the information presented in districts' improvement plans was also analyzed. To assess the impact of districts' GT polices on the representation of Blacks, Hispanics, and ELLs, the researcher obtained demographic data for the selected school districts' gifted and talented programs from the Texas Education Agency. The average representation of Black, ELL, and Hispanic students enrolled in GT programs for each category was calculated, compared, and analyzed using Microsoft Excel and SPSS. Particularly, the researcher conducted multiple one-way-ANOVA analyses using SPSS version 25 to assess the size of variance between group means (Kim, 2014). The results of the study demonstrated that districts' definitions of gifted and talented as well as the areas of exceptionality they recognized did affect the representation of Blacks, Hispanics, and ELLs in GT programs. Specifically, districts that acknowledged broader conceptions of giftedness characterized by multiple intelligence reported a larger representation of those students in their gifted and talented programs. For school districts' administrators and directors, these findings may provide information regarding how the gifted and talented definitions and the areas of giftedness used by school districts affect the representation of Blacks, Hispanics, and ELLs in gifted and talented programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to examine general early childhood educator knowledge and perceptions of curricula relevant for early childhood gifted students of color. The research questions that guided the study were the following: How does preschool through second grade curricula support or impede academic success for gifted students of color? How does preschool through second grade curricula support or impede social emotional learning for gifted students of color? What are the perspectives of educators regarding inclusive practices including Critical Race Theory, within a preschool through second grade gifted curricula?In reviewing the literature and national data concerning representation of identified gifted students of color; two aspects were apparent: the lack of general early childhood educator's voices explaining what he or she understands about gifted students of color and the lack of culturally responsive pedagogical professional learning opportunities for general early childhood educators. The relevant literature focused on areas in recognizing general early childhood educator knowledge and perceptions of giftedness and students of color. The theoretical frameworks were Critical Race Theory (Ladson-Billings & Tate, 1995) and GiftedCrit™ (Greene, 2017).A Qualitative Educational Criticism guided this study (Eisner, 2017; Creswell, 2018). This research design was chosen to analyze curriculum practices used in general early childhood educator classrooms and aid in the construction of data collection procedures (Eisner, 2017; Creswell, 2018). Within the study, qualitative research aimed to recognize whether general early childhood educators were knowledgeable about gifted students of color and provided instructional practices that fostered access and opportunity (Creswell, 2018).Upon data collection and analysis of the data, using an interview protocol and a classroom environment observation protocol, emerging themes arose. Using Eisner's (2017) four dimensions, the collected data was described, interpreted, and evaluated for emerging themes. The emerging themes found were further analyzed to understand general early childhood educator's knowledge regarding giftedness and students of color. The evaluation process included a comparison to The Culturally Relevant Early Childhood Gifted Curriculum and Instruction Guide (Peralta, 2020). Findings included discrepancies among general early childhood educator knowledge regarding students of color, giftedness, access to gifted services, social and emotional awareness, and early childhood curriculum and instruction. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This ethnographic study seeks to understand elementary-age boys', teachers', and parents' perceptions of giftedness and gendered ability construction. Utilizing the theoretical lens of Herbert Marsh's Frame of Reference theory, this study illuminates how young gifted boys developed academic and social self-perceptions influenced by gender and ability practices. It also explores how teachers and parents perceived giftedness, gifted boys, and their pedagogical and parental experiences. A review of literature explores young boys', teachers', and parent's perspectives on gender and ability, gender construction and the roles gender play in creating stereotypes, and the socially constructed notions of giftedness and its relation to gendered differences. Implementing ethnographic analytic methods, the findings discuss three central themes: conceptualizations of giftedness, the perceptions of gifted boys in classroom spaces, and the complexities of curriculum and instructional design for gifted learners. These findings led to conclusions and implications for educators that included exploring constructions of giftedness with children, understanding how schools influence self-concept formation, recognizing intersections of gender and ability, opening spaces for students' voices to be heard, and pursuing inclusive curriculum design. Further, the study irradiates how gifted and elementary education scholars can center the voices and perspectives of students in scholarship and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Children who are gifted are at-risk for being misidentified with emotional and behavioral disorders (Daniels & Piechowski, 2009; Mullet & Rinn, 2015; Webb, 2016). Challenges exist in conclusively defining giftedness, assessing giftedness, and understanding common behavioral patterns among gifted individuals (Bracken & Brown, 2006; McClain & Pfeiffer, 2012). Because gifted children typically exhibit common behavioral patterns, it is important for school psychologists to understand gifted behavioral characteristics, how to assess these characteristics, and how to differentiate between common gifted behavior and maladaptive behavior (Daniels & Piechowski, 2009; Webb, 2016). This study examined the value of the BASC-3 in identifying gifted behavioral characteristics. Assessment data was collected on gifted children and results did not show at-risk or clinically significant T-scores on the BASC-3 scales. The study limitations, strengths, and directions for future research are presented. Implications for school psychologists are provided for improving gifted identification and better understanding gifted behavioral characteristics. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This qualitative study represents the perspective of a parent of a twice-exceptional (2e) child with autism and giftedness through the cultural lens of neurodiversity. Twice-exceptional children are those who are gifted and have a co-existing disability (Assouline, Foley-Nicpon, & Huber, 2006). This study used an autoethnography methodology, whereby the subject played a dual role as researcher and participant, and the data collected was used to put the "self" in a socio-cultural context. The autobiographical content is a scientific inquiry, analyzing a leader in education, and also a self-narration, using her viewpoint as a mother. The story captures how one mother navigated the journey of finding the best educational environment for her 2e child and the experiences of the family unit as a whole while building family and school partnerships in schools located in the Borderland. The research revealed seven emergent themes related to parental involvement in a 2e child's education: (1) Family, (2) Advocacy, (3) Autism, (4) Relationships in the school and community, (5) Isolation, (6) Health, and (7) Neurodiversity. Parents can promote educational changes in the ways gifted education, general education, and special education interface in public schools. Parents can lead advocacy efforts by utilizing the neurodiversity paradigm as a lens for disability. The neurodiversity paradigm is the best model to direct 2e students towards better outcomes by developing their strengths and neurological upsides to further postsecondary opportunities in college or in a career. This research can have an impact on educational leadership, how parents navigate the educational system to help 2e children reach their full potential, and to raise awareness of this population of children with professionals in the educational, medical, and mental health communities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

By the time the UAE pursues a first-rate education system that offers equal opportunities to all students, the Ministry of Education does not recognise twice-exceptional learners as a separate category of students who requires special education. Due to the complexity of their educational needs, they require identification and support that matches their coexistent disability and giftedness. Thus, this research is a transformative study aiming to reveal policymakers and educators' awareness and perceptions about twice-exceptionality. Moreover, this study seeks to determine how these students are identified and supported in schools in private schools in Dubai. As a result, strategies to enhance their education are discussed. Underpinned by social justice philosophy, a transformative concurrent mixed methodology is used to investigate the awareness and perceptions of educators and policymakers, and current practices provided to twice-exceptional learners at the level of identification and support, in Dubai. Derived from the theoretical framework, this study is transdisciplinary as reflected in its findings and recommendation. For this purpose, surveys for educators, as well as semi-structured interviews with inclusion specialists, policymakers, and twice-exceptional students are conducted. Additionally, non-participant observation and a sample of work are analysed. This triangulation aims to boost the validity, and trustworthiness of this dissertation. Aiming to suggest strategies to support twice-exceptional learners, in the emirate of Dubai, semi-structured interviews with international experts in twice-exceptionality research are led. Findings showed that schools support twice exceptional students proactively. Furthermore, educators and policymakers need further awareness. Accordingly, recommendations are suggested. Finally, it is hoped that such recommendations support policymakers and educators for better provisions for twice exceptional learners in Dubai, the UAE, and perhaps in the region. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Presents an interview with Steven Pfeiffer, a popular speaker on how to raise successful and psychologically well-adjusted gifted kids. Prior to his tenure at FSU, Dr. Pfeiffer was a Professor at Duke University, where he served as Executive Director of Duke’s gifted program. He also served as Director of Devereux’s Institute of Clinical Training & Research, headquartered in Villanova, PA. Dr. Pfeiffer has worked as a Pediatric Psychologist at the Ochsner Clinic and Medical Center in New Orleans, and as a Clinical Psychologist in the U.S. Navy Medical Service Corps. Author of over 200 articles and book chapters, he is lead author of the Gifted Rating Scales (2003; 2020). For many years an advocate for children’s socioemotional needs, Dr. Pfeiffer has testified at the White House and before the Italian Parliament. Eminent scholar Alan Kaufman of Yale University considers Steven Pfeiffer, “Among the small group of the world’s leading experts in the (gifted) field…” (PsycInfo Database Record (c) 2021 APA, all rights reserved)

There are difficulties regarding the identification of twice-exceptional students in Turkey. These children can be identified properly by way of multidimensional assessment. The purpose of the present study was to examine through family interviews, child interviews, products of the child and non-verbal intelligence tests the areas of difficulty and ability areas for Alp who has a probability of being identified with learning disabilities and giftedness. A single-subject case study model has been utilised for the study. Semi-structured interview form was applied during the study to acquire the opinions of the family. Study sample analysis and reading fluency activities were carried out in order to analyse the difficulties in reading and writing. Non-verbal intelligence tests were applied for identifying non-verbal cognitive ability. Expert opinions were taken for examining the products of the child. Based on the acquired findings, it was concluded that Alp can be a twice exceptional child. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

This study examined if personality types of gifted students predicted their psychiatric symptoms and if the type of giftedness and gender moderated the relationship between the personality and psychiatric manifestations. The Murphy-Meisgeir Type Indicator for Children and the Minnesota Multiphasic Personality Inventory-Adolescent were used to measure the personality types and psychiatric symptoms of 232 gifted middle-school students in South Korea. Results found that introversion predicted all of the symptoms but hypomania. Intuition predicted the symptoms of psychopathic deviance and schizophrenia and feeling predicted those of depression and conversion hysteria. Other predictive relationships were found between perceiving and hypomania and between judging and depression and social introversion. Creatively gifted students with introverted and intuitive personality types exhibited several symptoms than were academically gifted students of the same personality. Regarding gender, introverted males were more vulnerable to psychiatric symptoms compared to introverted females, and perceptive females had a higher chance to show hypomania than perceptive males. This study supported that personality characteristics partly accounted for the indications of psychological distress among gifted students. Further studies need to examine causal relationships between the two and to corroborate the current results involving adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

In this article, we introduce a systemic framework for the development of learning potential to professional excellence inspired by the Actiotope model of giftedness. First, we critically reflect on three theoretical approaches representing different psychological constructions of learning potential. We label these approaches theories of giftedness, theories of practice, and theories of motivation. We explore contradictory ways in which these theories construct key factors that determine the successful development of human potential. Based on this comparison, we discuss the limitations of these theories stemming from their philosophical, methodological, and ideological backgrounds, including disproportionate emphasis on selected developmental factors, implicit one-way causality, and the dominant role of an individual over social influences. We further argue that the contradictory conclusions of these approaches may be reconciled within a systemic framework that acknowledges the reciprocal interactions between the key developmental factors proposed by these approaches, including learning outcomes, achievement motivation, practice and the social environment (including developmental resources and demands). We apply our systemic model in the context of the development of academic careers, in which we document the importance of the proposed components and how their interactions result in the processes of “cumulative advantage”, as well as the context-dependency of the model. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

There are different views on whether perfectionism is a characteristic of intellectually gifted students. Over the last decades, comparative studies of intellectually gifted and non-gifted students have produced inconsistent results. This heterogeneity in findings might be explained by underpowered studies and the multidimensional nature of perfectionism, comprising two broader dimensions: perfectionistic concerns and perfectionistic strivings. Whereas perfectionistic concerns are clearly maladaptive, perfectionistic strivings frequently positively relate to academic and psychological adjustment. We meta-analytically aggregated 32 effect sizes from 10 comparative studies ( N = 4340) to investigate to what extent intellectually gifted and non-gifted students differ in perfectionistic concerns and perfectionistic strivings. Intellectually gifted students displayed equal levels of perfectionistic concerns compared to non-gifted students ( g = −0.117, 95% CI [−0.337, 0.103], p = .252) but displayed elevated levels of perfectionistic strivings ( g = 0.332, 95% CI [0.092, 0.572], p = .012). The magnitude of the effect sizes indicates that perfectionism is not a core characteristic of giftedness. In particular, giftedness is not related to inherently maladaptive forms of perfectionism. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Few studies have examined the self-perceptions of autistic adults. This study aimed firstly to investigate domain-specific self-concepts and global self-esteem in autistic adults. The second aim was to examine associations between autism self-appraisals, perceived social support and global self-concept and self-esteem. The third was to determine which domains of self-concept were most closely associated with self-esteem. Participants included 71 autistic adults aged 18–70 years and 65 age, sex and education matched typically developing individuals. Participants completed an online survey of autism characteristics, global self-esteem and domain-specific self-concepts (i.e. likeability, task accomplishment, power, giftedness, invulnerability, and morality), self-appraisals about autism, and perceived social support. Autistic participants reported significantly lower power and global self-esteem than typically developing individuals after controlling for autism characteristics. More positive self-appraisals about autism (i.e. greater perceived benefits and lower helplessness) were significantly related to better global self-concept and self-esteem. Global self-esteem was significantly and positively associated with perceptions of giftedness, emotional resilience and power. These findings suggest that autistic adults may perceive themselves as having a low sense of power in their relationships and have negative global perceptions of their self-worth. However, those able to find positive meaning or benefits associated with autism are likely to have more positive global self-perceptions. This study provides new insights into how autistic adults perceive themselves which may guide the focus of psychosocial interventions that seek to recognize and promote unique talents and emotional resilience. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The term »giftedness« triggers a variety of stereotyped ideas (for example, the little Mozart) in each of us. Depictions of the highly gifted take rarely socio-emotional aspects associated with this integral personality trait into account. The peculiarities in the processes of perception, thinking and feeling of a highly gifted person often lead to everyday difficulties or abnormalities. This happens primarily when the person in question or their parents are unaware of the particular predisposition and any impending adjustment difficulties may begin to manifest in the context of psychiatric diagnoses. The present article is based on a concept of talent, which is to be understood in high accordance with the concept of »high sensitivity«. In addition, the author conceptualizes concrete aspects of intervention that are used in her music therapy work with giftedness and high sensitivity. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalDer Begriff »Hochbegabung« (HB) löst in jedem von uns eine Vielzahl klischeebesetzter Vor-stellungen aus (z.B. der kleine Mozart). Nur selten berücksichtigen Darstellungen über Hoch-begabte sozio-emotionale Aspekte, welche mit diesem integralen Persönlichkeitsmerkmal einhergehen. Die Besonderheiten in den Wahrnehmungs-, Denk- und Empfindungsprozes-sen einer hochbegabten Person führen nämlich nicht selten zu Alltagsschwierigkeiten oder-auffälligkeiten. Dies geschieht in erster Linie, wenn die betreffende Person oder deren Eltern nichts von der besonderen Veranlagung wissen und sich anbahnende Anpassungsschwie-rigkeiten ggf. bereits im Kontext psychiatrischer Diagnosen beginnen zu manifestieren. Der vorliegende Beitrag legt einen Begabungsbegriff zugrunde, der in hoher Übereinstimmung mit dem Konzept der »Hochsensitivität« (HS) zu verstehen ist. Zudem konzeptualisiert die Autorin konkrete Interventionsaspekte, die in ihrer musiktherapeutischen Arbeit mit HS und HB zur Anwendung kommen. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The aim the current research was to investigate the evidence of validity based on relationship with other variables—concurrent criterion validity of the Scale to Identify Giftedness Characteristics (SIGC). The sample was composed by two groups. 405 students from a city of São Paulo State composed the control group and 80 children from Santa Catarina and Distrito Federal States, which attended the NAAH/S and a resource classroom to gifted children constituted the criterion group. The participants answered the SIGC and the results indicated higher averages obtained by the criterion group. The results showed that the scale discriminates the groups with or without giftedness indicators. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalO objetivo desse estudo foi investigar evidências de validade baseadas nas relações com outras variáveis – validade de critério concorrente para a Escala de Identificação de Características associadas às Altas Habilidades/Superdotação (EICAH/S). A amostra foi composta por dois grupos, sendo que 405 estudantes de uma cidade do interior do Estado de São Paulo compuseram o grupo controle e 80 crianças provenientes dos Estados de Santa Catarina e Distrito Federal que frequentavam o NAAH/S e as salas de recursos de atendimento às altas habilidades/superdotação (AH/S) constituíram o grupo critério. Os participantes responderam à EICAH/S, cujos resultados apontaram para médias significativamente superiores a favor do grupo critério nos dois fatores (cognitivo e socioemocional) e na pontuação total da escala, demostrando a eficácia da escala em discriminar os indivíduos com e sem indicadores de AH/S. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Ghana is a rapidly developing West African country whose goal is to build a prosperous economy reliant on innovation and technology. Identifying and developing talent in the school system will play a role in achieving this goal; however, there is limited research on the status of gifted education and talent development in Ghana. This study investigated ten Junior High school mathematics and science teachers’ beliefs about giftedness and the strategies they proposed to develop gifted students’ potential into talent. The study drew on data from semi-structured interviews and lesson plans. The findings revealed that teachers had scant knowledge about giftedness and appropriate gifted education strategies. Respondents misconstrued differentiation and acceleration strategies and disregarded their use in developing the gifted. The study highlights the need for the development of a formal policy on gifted education, and the implementation of teacher education programmes that address teachers’ beliefs and knowledge about the gifted and gifted education strategies. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The actiotope model of giftedness (AMG) highlights the interactions between the individual and the environment. Educational and learning capital (ELC) are essential resources that promote the development of excellence. The study objectives were to examine the contribution of educational capital (EC), learning capital (LC), and general intelligence (GI) to scholastic achievements (SA) of school age students, and to examine whether the effect of EC on GI and SA is mediated by LC. Two hundred, fifth grade, students completed GI and mathematical achievement tests. Teachers completed the teacher’s checklist for each student participant and students’ school grades in mathematics, science, language, and English were collected. Results demonstrated that GI, EC, and LC contributed, altogether, 80% to the prediction of SA, the contribution of LC being higher. Moreover, contribution of EC to SA was mediated by LC. The study corroborates the AMG by demonstrating that both the environment and the individual control the ability to reach excellence and giftedness. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)