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High school students' chemistry self-efficacy (CSE) and scientific identity (SI) are not well understood in the high school chemistry classroom. The purpose of this research was to quantitatively investigate the interaction between gender and giftedness on students' CSE and SI in a suburban high school chemistry classroom, with and without consideration of laboratory modalities as an intervention. The participants were high school students in a suburban chemistry classroom in a Southeastern state. Data was collected through pre- and post-test surveys with Likert style questions. Data was evaluated using quantitative analysis. The results revealed that neither laboratory modalities, nor gender or giftedness, significantly impacted students' CSE and SI. Implications suggest that district stakeholders and teachers have a duty to help students grow and understand students' CSE and SI. Students can strengthen their CSE and SI by having mastery and vicarious experiences as well as opportunities for discussion and verbal persuasion in the chemistry classroom. Future research could explore enlarging the sample size through expansion to more high schools within the same district, changing the methodology to a mixed methods study, or increasing the length of time for the study to see how students perform over the whole course compared to a small segment of it. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This dissertation describes a qualitative research study that grows our understanding of the career development experiences, supports, and barriers of social entrepreneurs who are gifted adults (SEGA) so that we may nurture the career development of future SEGA. Research questions for this study probed the career development experiences, supports, and barriers of SEGA and the shared social value they create. The conceptual frameworks for this study are the ecological model for human development (Bronfenbrenner, 1979); the theory of positive disintegration (Dąbrowski, 1964/2016); social cognitive career theory (SCCT; Lent et al., 1994); the perceived instructional arc (Uhrmacher et al., 2017); and my curricular career spiral of social entrepreneurs. The methodological frameworks for this study are a collective case study of the quintain of SEGA (Creswell & Poth, 2018; Stake, 2006) and my collaborative connoisseurship and critique (CC&C), which incorporates methodologies from educational connoisseurship and criticism (C&C; Eisner, 2017; Uhrmacher et al., 2017). A systematic review of qualitative literature explores themes of social entrepreneur education in the United States. A recruitment survey consisting of the Ksiazak Adult Giftedness Scale (KAGS; Ksiazak, 2010) and the Social Entrepreneurship Orientation Scale (SEOS; Dwivedi & Weerawardena, 2018) supported intensive purposeful sampling of five participants. Each SEGA participated in interviews, artifact collection, an observation, and a focus group that fostered CC&C. Collective case study descriptions are reported and incorporate opening and closing vignettes (Creswell & Poth, 2018; Uhrmacher et al., 2017). Key findings included that learning about gifted neurodivergence positively develops self-awareness; self-awareness and curiosity impact self-education, which influences self-efficacy; frustration with work experiences spurs positive disintegration of career paths; intellectual knowledge and creativity help SEGA innovate a career for social good; a strong value system and career supports help SEGA develop a career ideal; business acumen or partnerships are necessary to build a sustainable enterprise; a collaborative network provides inspiration, encouragement, and guidance; investments by others help form, grow, and sustain social enterprises; and feedback helps social entrepreneurs understand their impact and refine their work. This study illuminates a gap in the literature by creating an academic understanding of the educational and career development experiences of gifted adults who are social entrepreneurs in the United States, how they achieve secondary integration (Dąbrowski, 1964/2016) of a career ideal, and the shared social value they create. This study informs gifted people, education, business, and psychology through CC&C of collective cases to nurture the career development of both social entrepreneurs and the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This research used a mixed methodology to explore elementary teachers' perceptions concerning giftedness and non-English-speaking students. The researcher surveyed Kindergarten through Grade 3 teachers on their perceptions and instructional practices about giftedness in elementary students. Participants were derived from mid- to large-size school districts with diverse populations. Descriptive data were gathered through collecting survey data from Likert-scaled questions. Data were gathered to determine teacher efficacy, which includes student engagement, instructional practices, and classroom management. In addition, interviews of teachers in Kindergarten through Grade 3 were conducted to evaluate how teacher belief systems impact the identification of potentially gifted students and their personal views and behaviors of instructional practices, especially concerning giftedness. The under-representation of students from diverse cultural backgrounds is well documented in the literature. This study aimed to analyze the data to determine the presence of a cause-and-effect connection between teacher efficacy and their beliefs regarding nurturing giftedness in students across diverse cultural backgrounds. The State of New Jersey recently readopted Chapter 15, Bilingual Education with amendments to key definitions within the current statute (N.J. Department of Education, Division of Supplemental Education Programs, November 2022). According to N.J.A.C. 6A:15, the term English Language Learner (ELL) has been replaced by Multilingual Learner (ML). According to the New Jersey Department of Education, a multilingual learner is defined as a student whose primary language is not English and who is developing proficiency in multiple languages (N.J.A.C. 15-1.2, 2022). This adoption and other amendments to the existing statute became effective for the School Year 2023–2024. This research study was conducted before the adoption of the term multilingual learner, as described by N.J.A.C. 15-1.2. Therefore, any notation of English Language Learner or English Learner as cited in this research study refers to a multilingual learner. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this phenomenological study is to discover the impact of high-achieving executive leaders who neglect their trauma and insecurities on business decisions and success outcomes. For the utility of the study, trauma was defined as the chronic altering of emotional or cognitive processing of the brain due to an adverse experience. Insecurity was also defined as a negative perception of oneself due to a lack of certainty in safety, worth or capability. The self-determination theory and the implicit leadership theory informed the theoretical point of view guiding this research. A qualitative method with phenomenological research design was used to answer the research question: How has success for high-achieving executive leaders become a perceivably evolving, unattainable goal driven by trauma and insecurity that affects business decisions and outcomes? The study setting included existing data from an academic researcher and does not have a specific geographic location limitation. The study sample included thirteen primary interview participants of varying industries, ethnicities, genders, and backgrounds who obtained objective career success and were considered high performers. Data collection methods were interviews which were facilitated through the virtual meeting platform Zoom. Procedures included the researcher coordinating interview dates and times with individuals who expressed interest in participating in the study. Zoom platform information, a consent form, and a message verifying the sending of the consent form, including interview questions for the interview were sent ahead of time. Study results identified themes of Childhood Parental Dynamics, Social Proof, Coping Mechanisms, Work Ethic, and Quality of Life as contributors in the experiences and outcomes of high-achieving executives. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Gifted students, characterized by exceptional intellectual abilities and unique learning needs, often find themselves navigating an educational landscape that may not fully cater to their specific requirements. Traditional teaching methods may fall short of engaging and challenging these students to realize their full potential. This dissertation delves into the efficacy of instructional conversations as an innovative pedagogical approach tailored to the distinctive learning profiles of gifted students. Through a comprehensive examination of relevant literature, theoretical frameworks, and empirical evidence, this study seeks to illuminate the impact of instructional conversations on the academic, social, and emotional development of gifted learners. The rationale behind this research lies in the recognition of the multifaceted nature of giftedness, acknowledging not only cognitive prowess but also socio-emotional dimensions. Instructional conversations, characterized by dynamic, open-ended dialogues between educators and students, are posited as a method that fosters critical thinking, problem-solving, and deeper understanding, aligning with the cognitive demands of gifted learners. Moreover, the interactive nature of instructional conversations is anticipated to address the socio-emotional needs of gifted students by creating an environment conducive to meaningful connections and a sense of intellectual belonging. This dissertation employs a qualitative research design with a qualitative analysis of teacher perceptions as measured across multiple data sets. By examining the experiences of educators, the study aims to provide a nuanced understanding of how instructional conversations contribute to the academic enrichment and holistic development of gifted students. Ultimately, this research aspires to inform educators, policymakers, and other stakeholders about the potential of instructional conversations in creating tailored and enriching learning experiences for gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

According to ample claims from music educators, persistence beyond a student's initial enrollment in middle and high school music is a real problem in the U.S. (Kratus, 2007; Williams, 2007, 2011) and worldwide (Ng & Hartwig, 2011), making one-time enrollment metrics a misleading indicator of music's popularity in schools. Additionally, various lines of evidence show that prolonged engagement with music is associated with positive developmental outcomes for adolescents (Elpus, 2013). My prior work (Tucker & Winsler, 2023) looking at persistence in music during the transition from 8th to 9th grade showed that only 1 in 4 students persist during the transition to high school, and high academic achievers and students with disabilities were less likely to drop out of music during this transition. While this work provided valuable insight into music persistence, exploring differences in rates and predictors of persistence over a much larger time scale is the next step in this line of research. The current dissertation built off prior work from the Miami School Readiness Project (MSRP; Alegrado, 2021; Alegrado & Winsler, 2020; Tucker & Winsler, 2023; Winsler et al., 2020) and prospectively followed an ethnically-diverse (62% Hispanic), low-income (78% in poverty) sample of adolescents from the beginning of middle school to the end of high school (6th–12th grade) to better understand persistence in school music electives (band, chorus, orchestra, guitar) across all of middle (n = 4,165 music students) and high school (n = 2,194 music students). Multiple discrete-time maximum-likelihood survival analysis models (Allison, 1982) were run to identify the proportion of students that dropped out of ("did not survive") music each grade (e.g., 6th to 7th, 7th to 8th, etc.), and how particular factors (predictors of persistence; e.g., gender, ethnicity, poverty status, prior academic achievement, etc.) increased or decreased the probability of dropping out of music in each grade. Results confirm the concerns of many music educators, providing evidence of persistence problems throughout middle and high school with more students leaving music (as opposed to staying) at each grade transition. For students that began enrolling in music in 6th grade, 51% have dropped out of music by 7th grade, and 82% dropped out by 8th grade. As for students in high school (students in music in 9th grade, including late-joining music students that started enrolling in music after 6th grade), 57% of students drop out by 10th grade, 85% by 11th grade, and 95% drop out by 12th grade. High reading test scores and attending an arts-focused school were always related to reduced odds of dropping out of music in middle and high school, while gender, ethnicity, giftedness, and ELL status were never related to music dropout. Also, some predictors were important in some grades, but not others. High GPA was related to lower odds of dropout throughout middle school, and again in the last grade of high school, but GPA was unrelated to dropout in the first few grades of high school. Depth of family poverty was an indicator of increased odds of dropping out of music all the way through middle school but was unrelated to music dropout in high school. Students with disabilities were less likely to drop out of music their senior year, but disability status was not linked to dropout in any other grade. Moving to a new school was related to higher music dropout rates in every grade except for the final grade of high school. Additional survival analyses were run within each music subtype (band, chorus, orchestra, guitar), and results varied somewhat by music subtype. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Considered one of the most marginalized groups in Western society, the lives of people with learning disabilities have been defined by being personally, socially, and institutionally cast-off and discriminated against (Hall, 2005). People with learning disabilities also experience disproportionate levels of violence and victimization that negatively impact both mental and physical health and general well-being (Wiseman & Watson, 2022). Gifted/talented neurodivergent people with historically minoritized ethnic identities (3e) face notable academic challenges because of inequitable practices during their K-12 journey that include lower teacher expectations, poorer quality educational experiences, limited enrichment opportunities, unqualified teachers, and harsher discipline (Mayes & Moore, 2016a). Further, 3e students are enigmatic learners who, despite their giftedness, are often disproportionately identified as special education students and significantly under identified as gifted students. It is generally understood that neurodivergent learners' formative K-12 educational experiences can shape adult outcomes in meaningful ways. 3e students navigate through lived experiences as multiply-marginalized people, in relationship to their various social identities, which are best understood through the lenses of positionality, spatiality, sociality, and temporality. Cross-disciplinary study, using a critical narrative inquiry methodological approach, can provide opportunities for educational leaders and researchers to develop a depth of understanding of complex processes like identity development and social and affective development. This knowledge can in turn guide the development of social and emotional supports and educational interventions that are critically important elements of effective educational and transition planning that can improve K-12 and adult outcomes for these incredibly brilliant but notably underserved learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Gifted and talented programs are a constant fixture within American public schools as most states require their schools to offer this programming across grade levels. As widespread as these gifted and talented programs are, there exists a nationwide equity issue when it comes to which students are more likely to be served in these programs. One of the most common entry points into these programs remains teacher referrals. This qualitative case study examines the perceptions of primary education teachers in a large eastern Washington school district related to the district's gifted and talented program and the role they play in making referral decisions. Through this study, I sought to understand the following research questions: (1) What factors do primary educators look for when referring students to gifted and talented services? (1a) How do primary educators describe an ideal gifted and talented student? (1b)In what ways do primary educators believe bias to impact the referral of gifted and talented students? (2) How do primary educators view current gifted and talented programs and referral procedures? (2a) How does a primary educators' views on gifted and talented programs impact their gifted and talented referral decisions? (2b) What benefits or drawbacks do educators see in gifted and talented programs as a whole and at the primary grades? (3) How prepared do primary educators feel they are to accurately identify gifted and talented students? Analysis of the interviews and artifacts collected from the district demonstrated several findings. Despite district and state definitions, there is no shared understanding of giftedness among educators, different behaviors are interpreted very differently depending on a child's assigned teacher. The inconsistencies present in the national understanding of giftedness are even more amplified amongst those educators asked to make gifted identification decisions. The lack of a shared understanding of giftedness contributes, along with other influences like parental advocacy, to the ongoing reproduction of privilege awarded to our most advantaged students. This study offers implications for policy makers, educational leaders, and researchers and serves as a starting point for conversations on what role gifted and talented education should play in modern equity driven schools. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Research on how to best meet the academic needs and potential of gifted students with disabilities, known as twice-exceptional or 2e, has grown over the past 30 years. While recognition of 2e learners is slowly extending to educational policy, there are few school program options designed to accommodate 2e students and even fewer studies on the organizational aspects of implementing such programs. This promising practice study sought to understand the organizational performance dynamics influencing teacher success in a school for 2e students through the lens of the Clark and Estes gap analysis framework. Data were collected using semi-structured interviews with middle-school teachers and a school administrator along with school documents and artifacts to ascertain the knowledge, motivation, and organizational assets contributing to success. The findings indicated that teacher performance was supported by knowledge of 2e characteristics, instructional strategies, and individual social-emotional competence. Teachers were motivated intrinsically and by self-efficacy. Organizational contributing factors were widespread transmission of the school's mission and vision, entrepreneurial mindset values, and identification with a shared purpose. The highly autonomy-oriented environment encouraged personal initiative and may have motivated teachers to seek learning resources independently. A teacher community of shared purpose developed, reinforcing collective knowledge and motivation systemically. Research-supported recommendations were made to address organizational challenges associated with cultivating successful 2e learning environments, followed by an implementation and evaluation plan guided by the New World Kirkpatrick Model. This study offers insight into key components influencing teacher performance within the dynamic and complex 2e learning environment. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This dissertation investigated teacher perceptions of the Advanced Academics Review and Referral process within a large urban school district. The study focused on the elementary level of implementation of the district process for identifying students for gifted education/advanced academic services. The study discloses gaps in teachers' understanding of giftedness and their preparedness to participate in the referral team process through interviews and document analysis. The research details the challenges of inconsistent implementation of the process and teacher biases all contributing to the inequities in gifted education identification. The findings emphasize the need for local educational agencies to explicitly define giftedness, teacher training and the expectations for educators regarding protocol implementation. The dissertation includes recommendations to ensure equitable access to gifted education through federal, state, and local policy changes, as well as professional development for educators. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Giftedness is a particular trait giving designation to a specific group of people in a school population. While identification methods vary from state to state, the status of being gifted is granted to some students, creating a dichotomy of those who receive gifted services and subsequent privileges and those who remain left out. Historically, Black students and other marginalized populations have had less participation in gifted programs. The literature highlights several factors connected to inequity in giftedness including lack of a cohesive definition of the term (or even if the concept of giftedness is real or socially constructed), nomination and recruitment issues, teacher bias, lack of enrichment exposure for marginalized communities, issues with self-efficacy, and poverty. This work seeks to understand the issues creating inequitable opportunities for students in the realm of gifted education and ways of providing enriched learning opportunities to all students to expand the academic possibilities for underrepresented groups. Reviewing the literature indicates the myriad of inhibiting factors to Gifted and Talented Educational (GATE) programming for students and, successful strategies to dually promote inclusion and enhanced participation. The local contextual focus of the problem of practice highlights the disproportional representation in one local public school. By examining the underrepresentation of Black students in one local school, the work highlights the issues of equity as they affect students daily and could serve as an example that is common nationally as well. Utilizing Bandura's theory of self-efficacy (1977), Renzulli's Three Ring Conception of Giftedness/School Wide Enrichment Model (1978), and improvement science tools, the work melds the theories to create an original framework to form a cohesive perspective on gifted potential and the crucial impact that enrichment work can have for Black students. A systems- wide analysis highlights the innate disparities in gifted delineation as a stark issue of disproportionality with Black students woefully underrepresented in the realm of gifted-type enrichment learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Given the imbalance in the ratio of male to female ADHD diagnosis, there is a dearth of information on the profile for women with ADHD, especially in adulthood and with those of higher intelligence levels (Rommelse et al., 2016). Each, if not all, diagnoses of ADHD or giftedness come from a parent, teacher, or outside observer's scale of symptoms and behaviors (Hay et al., 2007; Klesfjo et al., 2020; Polderman et al., 2007). In this study, ten gifted women with ADHD aged 29-77 completed semi-structured interviews to examine their lived experiences of education, career, and relationships. Using a dual framework of neurodiversity and self-concept, a narrative storytelling methodology was used to frame each perception of giftedness, ADHD, and intersectionality. Key findings from this study included the humanization of giftedness and ADHD characteristics, a societal mistrust of intuition, a need for stable, low-maintenance relationships, and the purpose of masking when defining how individuals construct their personal definition of giftedness and ADHD. New terms were determined to frame the twice-exceptional individual's lived experiences, including neurobordering, neurojuxtaposition, neuromixture, neuro-opposition, and social mistrust of intuition. Implications of this study include a need for more robust vignettes of giftedness and ADHD, understanding twice-exceptional communication needs, therapy and identification protocols, consideration of heritability in diagnosis, and representation in film, literature, and media. Future research consists of an auto narrative of the researcher, demographic variable isolation, widening of inclusion criteria, the impact of adverse life outcomes, intersectional narrative research, and lifetime perspectives. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Background: Development of a creative personality is considered among the priority tasks for the modern education system of the Russian Federation. The article presents a critique of the education system imposed on Russia, which can be represented in the image of “up the stairs leading down”. The author emphasizes the relevance of providing the rationale for the essential factors in the educational process in order to ensure the development of students’ creative abilities, which should not be reduced only to the development of their intelligence. Objective: Identification and justification of the dominant factors in the educational process aimed at developing the students’ creative abilities. Study Participants: Children (from older preschoolers to school graduates), university students, and specialists of various occupations took part in the long-term research. The studies were carried out in Moscow and the Moscow region, as well as in other regions of the Russian Federation and abroad. Method: The author’s method “Creative Field” was implemented in a number of relevant techniques taking into account the age characteristics of the subjects. The techniques are based on different materials, which made it possible to conduct cross-sectional experimental studies on a large sample of subjects of different ages and professions, as well as a number of longitudinal studies lasting from 10 to 54 years. Results: The analysis of experimental studies shows that creativity as the ability to develop activity on one’s own initiative is possible only if there is a unity of the level of intelligence development corresponding to the task and the dominance of cognitive motivation in the personality structure. The integration of these factors determines the mechanism of creativity. The author has substantiated the dominant factors of the educational process aimed at developing the students’ creative abilities. Conclusions: The development of intelligence increases the possibility of mastering complex activities, and the dominance of cognitive needs gives rise to the ability to be creative. The decisive role in the development of a student as a creative personality is the teacher’s position as of researcher and the value of knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

and progress of societies. In recent years, there has been a need for education systems that provide the environment and conditions in which gifted children can express themselves easily, that can help them overcome the problems and incompatibilities they are exposed to in their formal education, and that can reveal and develop their superior talents and capacities in creativity under the guidance of teachers specialised in the education of gifted children. BİLSEMs are the most systematic among the educational activities carried out in this field in Turkey. In this study, the purpose, organization, process and climate dimensions of the organizational effectiveness of Science and Art Centers that provide education to gifted children in Turkey; It is aimed to examine and evaluate according to the opinions of administrators, teachers, parents and students. In other words, it was aimed to determine the effectiveness level of Tunceli Hacı Bektaş Veli Science and Art Center (BİLSEM) according to the perceptions of administrators, teachers, parents and students. This research is a descriptive study conducted in the scanning model. The universe of the research consists of the administrator teacher (n:9) working in BİLSEM in Tunceli, the teacher-student (n:40) continuing education in BİLSEM and the parents of these students (n:29) in the first semester of the 2022-2023 academic year. consists of. In addition to the demographic information form, the BİLSEM Organizational Effectiveness Manager-Teacher Scale (57 items) was applied to the administrators, the BİLSEM Organizational Effectiveness Student Scale (38 items) to the students, and the BİLSEM Organizational Effectiveness Parent Scale (31 items) to the parents, in addition to the demographic information form. In order to carry out the research, ethics committee approval was obtained from the Munzur University Ethics Committee before starting the research. Participants included in the study were included in the study on a voluntary basis. As a result of the study, it was observed that there was a significant negative correlation between the average scores of the "BİLSEM Organizational Effectiveness Manager-Teacher Scale" and the average scores of the "BİLSEM Organizational Effectiveness Student Scale" and "BİLSEM Organizational Effectiveness Manager-Teacher Scale" (p < 0.05). It was observed that there was a negative, strong and significant relationship between the average scores of the “BİLSEM Organizational Effectiveness Student Scale” and the average scores of the “BİLSEM Organizational Effectiveness Parent Scale” scales (p < 0.05). According to BİLSEM administrators and teachers, BİLSEMs are effective institutions in terms of purpose (X=3.81) and climate (X=4.50). It was observed that the least effective dimension was the process dimension (X = 3.61). According to BİLSEM parents, BİLSEMs climate, purpose and process sub-dimensions are highly effective. The less influential dimension is the organizational dimension. According to this research, Tunceli Haci Bektas Veli Bilsem is an effective school, according to perceptions of teacher-administrator, parents and student. What needs to be done is a strong cooperation between relevant institutions and organizations and parents for higher-level effective BILSEM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: The study of personal characteristics and cognitive needs of the intellectually gifted students with underachievement in school is relevant for the scientific substantiation of the personal and professional development programs and training for the teachers to interact with such pupils. Objective: Theoretical and methodological analysis of new scientific data on the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as the psychological and pedagogical basis for developing teacher training for interaction with such students; empirical study of motivational and personal characteristics of intellectually gifted schoolchildren with different academic achievement. Study Participants: The empirical study involved 460 intellectually gifted students in grades 5–10 in Moscow schools, 74–80 people in each cohort. Methods: Theoretical and analytical review of new scientific publications on the peculiarities of the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as well as their psychological and pedagogical support by teachers. The empirical study implemented the diagnostics complex including tests of cognitive abilities, questionnaires of achievement motivation, academic and general self-esteem (adapted by the author: Scheblanova, 2006), parametric statistical methods for the data processing. Results: The analysis of the school teachers’ ideas about self-efficacy in teaching gifted students demonstrated their insufficient professional readiness to work with such pupils. Recent scientific publications review highlighted the important aspects of the modern understanding on differentiated approach to the identification and education of intellectually gifted children taking into consideration the new data on the variability of giftedness manifestations and trajectories of its development in the programs for the personal and professional development of teachers. Conclusions: The study provides theoretically and empirically substantiated basis for developing teacher professional and personal training for effective interaction with intellectually gifted students, and namely,—understanding the peculiarities of not only cognitive, but also motivational and personal development of students with high abilities and varying academic achievement as well as the need of psychological and pedagogical support for intellectually gifted underachievers. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Objectives: The number of identified gifted children in Slovakia is small and Slovak psychologists need more modern and specialized assessment tools. Test for Identifying Gifted Children in Mathematics in Grades 3–5 (TIM3–5) is standardized in Czechia and has excellent psychometric properties with two parallel and fully equated forms. The study aims to adapt the test in the Slovak language and support its practical use. The authors ran a small pilot study using form A only and compared it to the Czech standardization sample. Sample and settings: The Slovak sample consisted of 169 pupils from four elementary schools and was supplemented by the Czech standardization sample (404 children in form A). The Slovak data were collected in February 2022; informed consent from the parents/legal guardians was obtained before data collection with approx. 40 % drop-out. The original authors of the test provided the Czech data collected in 2015. Hypotheses and analysis: The authors compared descriptives of Slovak and Czech pupils, assessed essential psychometric parameters (reliability and factor validity), and mainly performed measurement invariance and Differential Item Functioning analyses. Results: The psychometric parameters of the Slovak test form were excellent, fully comparable, or even better than the original Czech version. The mean of IRT reliability across grades was .76. However, the test differentiates mainly in above-average children. The confirmatory IRT analyses suggested clear unidimensionality and scalar invariance across the Czech and Slovak samples. However, Slovaks outperformed Czech pupils. The difference was highest in the third grade with 9.6 and 95%CI = [6.7–12.1] points at the T-score scale and lowest in the fifth grade, 3.6 with 95% CI = [0.9–6.3] points. The authors recommend the test for practical use using Czech norms. However, a user should be aware of possible differences in average performance, considering that the Czech norms could be too mild for Slovak children. Limits: Such a massive difference between Czech and Slovak populations is not plausible. The authors provided several explanations based mainly on the sampling procedure and systematic missingness in the Slovak sample, correlated to math ability. The most realistic explanation of the difference is a systematic sampling error in one or both samples. Therefore, the results are of importance for Czech users as well since it might be the case that the norms are too mild also for the Czech pupils. The authors advise Czech test users to interpret the test results with caution (and rather conservatively) until a new norming study is performed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: There are very few modern studies on the psychology of the actor and they are mainly based on the study of individual personality traits of actors. The current article discusses L.S. Vygotsky’s approach to the psychology of the actor and presents the results of a comprehensive study of the personal characteristics of student actors. Peculiarities of professional activity and the modern socio-cultural situation was taken into account in the interpretation. Objectives: The research is a complex analysis of personal characteristics of actors during the early stage of mastering their professional activity. Study Participants: The study involved second and third year students of the acting faculty of the Institute of Contemporary Art (Moscow); a total of 76 people (39 girls, 37 boys), with an average age of 20.2 years Methods: R.B. Cattell 16 PF personality questionnaire, Eysenck EPI personality questionnaire adapted by A.G. Shmelev, short Big Five portrait questionnaire “B5- 10” (authors M.S. Egorova and O.V. Parshikova), short Dark Triad questionnaire (adapted by M.S. Egorova, M.A. Sitnikova, O.V. Parshikova), A.A. Megrabyan empathy questionnaire, and the integral indicator “expert assessment of abilities” were used in the study. Results: As a result of a factor analysis of the respondents’ indicators for all the methods used, the following 10 factors describing 69.9% of the total cumulative dispersion were identified: F1 “emotional excitability, plasticity”, F2 “sensitivity to moral constraints”, F3 “empathy”, F4 “openness to experience, trying oneself out”, F5 “publicity”, F6 “frankness, sincerity”, F7 “emotional joining the group”, F8 “insightfulness”, F9 “individualism”, F10 “free-thinking”. The identified factors are interpreted as specific personal formations involved in the realisation of acting. Conclusions: The personal characteristics discovered in the study are considered from the point of view of the content and organisation of the actors’ training process. They can act as an alternative to the traditional approach aimed at the development of actors’ individual mental functions. Consideration of specific psychological vectors of personal development of student-actors as a basis for the proposed in training etudes and exercises shifts the focus of training on the image of character as a semantic unit of psychotechnical training. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

El artículo explora la creación femenina en las artes decorativas, centrada la obra de Mrinalini Mukherjee en la Bienal de 2022. Trata cómo las artistas desafían estándares tradicionales, invitando a reflexionar sobre su impacto en la cultura y arte

Semantic Scholar extracted view of "Desigualdad de género y altas capacidades/superdotación" by Peter R. Neumann et al.