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This study aimed to investigate the impact of educational activities based on parental involvement in enhancing flow (a state of deep engagement) and adaptive intelligence in gifted children with ADHD, addressing family concerns related to climate change.The sample consisted of 12 children (male and female) identified as gifted (Stanford-Binet IQ Test, with a mean IQ of 134.12 (SD = 2.38). Their ADHD severity was measured using the Conners’ Test, yielding a mean score of 63.67 (SD = 1.50) for the experimental group.A quasi-experimental single-group design was employed. Family concerns related to climate change were identified and categorized into 11 themes within the domain of home economics. Parental involvement-based activities were designed around these themes, adaptive Intelligence Test: Assessed creative, analytical, practical, and wisdom-based skills.Flow Scale: Measured immersion in activity, challenge-skill balance, sense of control, and emotional bonding. The results,statistically significant differences (at p < 0.01) were found between pre- and post-test scores of the experimental group on the Flow Observation Checklist and Adaptive Intelligence Test (overall scores), favoring post-test results. The effect size (η²) was large, indicating substantial practical significance. The study recommends integrating parental involvement-based activities in both public and domestic settings to foster adaptive intelligence and flow states in gifted children across all categories. Emphasis should be placed on home economics domains that align with family life and climate change-related concerns.

هدفت هذه الدراسة التوصل إلى الخصائص السيكومترية لمقاييس بيردو للكشف عن الطلبة الموهوبين في دولة الكويت في الصفوف السادس والسابع والثامن والتاسع، واستخدم في هذه الدراسة المنهج الوصفي التحليلي، تكونت عينة الدراسة من الطلبة الموهوبين والعاديين بواقع (1120) طالبا وطالبة منهم (400) طالباً موهوباً من مدارس الموهوبين في الكويت، و(720) طالباً عادياً من الملتحقين بمدارس التعليم العام، وتم اختيارهم بالطريقة العشوائية الطبقية، تم التحقق من دلالات صدق وثبات المقاييس وأظهرت نتائج التحليل العاملي تشبع فقرات مقاييس بيردو على عامل أساسي واحد هو السائد على كل مقياس من المقاييس، وطريقة صدق البناء حيث أظهرت النتائج أن قيم معامل الارتباط تراوحت ما بين (0.368-0.716) على مقياس الرياضيات، و(0.487-0.761)على مقياس العلوم، و(0.333-0.660)على مقياس اللغة العربية، و(0.370-0.678)على مقياس الدراسات الاجتماعية، وتراوحت ما بين (0.572-0.830) على مقياس اللغة الإنجليزية. كما تم التوصل إلى دلالات صدق المقاييس باستخدام طريقة الصدق التلازمي بدلالة محك خارجي، وأظهرت النتائج وجود علاقة إيجابية دالة إحصائيا بين تقديرات المعلمين للطلبة وبين تحصيل الطلبة في كل من المجالات الخمس، وبين درجات اختبار القدرات المعرفية، كما أظهرت دلالات الصدق التمييزي للمجموعة الطرفية العليا والدنيا أن الفرق بين تقديرات المعلمين على أداء المجموعتين ذو دلالة إحصائيةً عند مستوى دلالة(0.05 = α)، كما أن الفرق بين الطلبة الموهوبين والعاديين ذو دلالة إحصائية عند مستوى دلالة (0.05 = α). كما تم التوصل إلى دلالات ثبات المقياس بإتباع طريقة ثبات الاتساق الداخلي كرونباخ ألفا التي بلغت (0.87،0.88،0.82،0.84،0.93) على التوالي لمقاييس بيردو (الرياضيات، العلوم، اللغة العربية، الدراسات الاجتماعية، اللغة الإنجليزية). وأوصت الدراسة بضرورة اعتماد مقاييس بيردو من قبل وزارة التربية والتعليم الكويتية في عملية الكشف عن الطلبة الموهوبين نظراً لتمتع المقاييس بالخصائص السيكومترية المناسبة. الكلمات المفتاحية: مقاييس بيردو، الطلبة الموهوبين، الخصائص السيكومترية

Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted students, while identifying key facilitators and barriers. 136 primary and secondary school leaders completed a questionnaire, of whom 18 participated in semi-structured interviews. Findings indicated varying levels of perceived involvement, with teachers being most involved, followed by parents, and other school leaders. This pattern was mirrored in interaction frequencies across most queried topics. Despite these varying levels, school leaders expressed similar satisfaction with the involvement of and interactions with all actor groups. A positive relationship was found between involvement and interaction levels and their corresponding satisfaction. Actors’ willingness to contribute to and/or communicate about gifted education was a key facilitator, while a lack of willingness was frequently mentioned as a barrier. This study provides an initial understanding of factors impacting involvement and interactions in gifted education from school leaders’ perspectives, offering a foundation for enhancing collaboration and support.

Abstract The idea that a child is intellectually ‘gifted’ has a social and cultural history. This book analyses that social history at multiple scales, and makes the ‘voices’ of the gifted young themselves central. In daily encounters, those labelled ‘gifted’ sometimes loved this label, and felt special in comparison to peers at school and siblings at home. For others, ‘gifted’ was a silly or embarrassing label, and many questioned the idea of separating off young people in terms of intelligence, as well as specific forms of testing. Ideas of the gifted child also reshaped family lives—parents dedicated time to providing special leisure spaces, running them in their own homes and taking their children significant distances to spend time with others. Voluntary organisations were critical here, as the network through which young people and adults encountered the term, ‘gifted’, and lived and created it relationally. Voluntary organisations, looking to gain attention and visibility, also critically shaped the idea that the gifted young were elites of ‘the future’, central to answering challenges of economic decline, global warfare, or humanitarian aid. The hopes placed on gifted children between the 1960s and the 1990s were often sky high—yet many gifted young still felt that the community ‘wasted’ their talents, and did not support them. This book, then, provides new perspectives on the tensions between elitism and equality in modern Britain. It also offers vivid stories of optimism, hope, disappointment, and criticism, in which young people themselves play a central role.

This research examines the direct and indirect (via competence needs satisfaction) associations of relatedness to mother, father, teacher, friends, and classmates to behavioral and cognitive engagement in science among 305 gifted primary school students (Mage = 8.32; SDage = 1.37) in Hong Kong. Results of path analysis showed that relatedness to teacher and classmates was linked to greater competence needs satisfaction and science engagement dimensions. Competence needs satisfaction was linked to higher science engagement dimensions. Further, both relatedness dimensions had indirect associations with science engagement via competence needs satisfaction. Our research highlights the potential academic rewards of forging meaningful social ties between teachers, gifted learners, and their peers in school contexts.

Background and purpose: Gifted students may face a lot of pressure and psychological stress due to the expectations of others and family. Therefore, the purpose of the present study was to investigate the effectiveness of cognitive behavioral training on competitive anxiety and perceived stress in gifted students of the second secondary school in Isfahan province. Method: The current research is a semi-experimental method of pre-test-post-test type with a control group in terms of practical purpose and in terms of research method. The statistical population of this research included all gifted students of the second secondary school in Isfahan province, who were selected by the purposeful sampling method, 30 people and randomly assigned to two experimental and control groups. 8 cognitive-behavioral training sessions were conducted for the experimental group. To collect data, the competitive anxiety questionnaire of Martens et al. (1990) and the stress questionnaire of Holmes and Rahe (1967) were used. Data analysis was done by multivariate covariance analysis using SPSS-25 software. Findings: The results showed that cognitive behavioral training was effective in reducing post-test scores of competitive anxiety and perceived stress in the experimental group compared to the control group (p<0.01). Conclusion: It can be said that cognitive behavioral therapy is one of the effective treatments in reducing competitive anxiety and perceived stress in students. Therefore, mental health specialists and education officials are advised to use this treatment to improve the mental health of students.

This article explores the issue of developing giftedness in children and adolescents withinthe contemporary educational landscape. The authors analyze various approaches to defining giftedness,identify factors that contribute to and hinder its development, and offer practical recommendations for creatingconditions that enable gifted children to realize their potential. Particular attention is given to the role of thefamily, educational institutions, and society as a whole in supporting and nurturing gifted children

Higher-level questioning is an instructional method often recommended to challenge cognitively gifted students. However, professional development is needed to help teachers improve their ability to ask higher-level questions. Therefore, we developed an intervention based on Bloom’s taxonomy, consisting of a 2-h session in which teachers learn how to integrate higher-level questioning into regular lessons, for use in any content area. Our aim was to determine whether this intervention is effective in fostering the motivation and engagement of students, and of cognitively gifted students in particular. The study is a randomized controlled trial with an intervention group of 17 subject teachers and their students (n = 268) in Grades 7 and 8, who received a training in higher order questioning, and a control group (education as usual) of 17 subject teachers and their students (n = 299). Control teachers taught similar subjects and contents as intervention teachers. Students in both groups reported on the number of higher order thinking questions asked by their teacher before and after the training. In addition, students’ motivation and engagement during classes were measured at pre- and posttest. Students in the intervention condition reported an increase in teachers’ use of higher-order thinking questions, which in turn related positively to their autonomy need satisfaction, engagement, and motivation. Students benefitted equally from the intervention, regardless of teacher-perceived giftedness.

Technology-enhanced active learning increases not only gifted students’ interest in learning but also facilitates the promotion of their musical creativity. This study uncovers gifted students’ attitude toward technology-enhanced active learning and its effect on their musical creativity. This mixed-methods study used an experimental design followed by semi-structured interviews. We developed a control group (n = 19) and an experimental group (n = 21) of the randomly selected gifted students’ age of 11–13 years old from science and art centres institution at secondary schools in Turkey. We designed an intervention to deliver music curricula through technology-enhanced active learning for the experimental group and without technology-enhanced active learning for the control group. Three experts used a rubric to measure the musical creativity of gifted students. A pre-test and post-test indicated that there was an effect of technology-enhanced active learning on the musical creativity of gifted students. Semi-structured interviews with students also suggested that gifted students have positive attitude towards technology-enhanced active learning. Students have a positive attitude towards the technology-enhanced active learning approach owing to five reasons: finding education programs beneficial, self-expression, improvement in composing skills, improvement in using technology while composing, and eagerness to continue technology-enhanced active music learning. Keyword : creativity, curriculum, gifted students, music education, secondary school, technology-enhanced active learning How to Cite Maba, A., & Sakar, M. H. (2025). Effects of technology-enhanced active learning on the musical creativity of gifted students. Creativity Studies, 18(1), 79–99. https://doi.org/10.3846/cs.2025.16335 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver

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We examine the effect of a gifted and talented pull-out program in academic secondary education. Program eligibility is based on a cognitive test score cutoff, which we exploit in a fuzzy regression discontinuity design to identify program effects. We find that assigned students obtain higher grades, follow a more science-intensive curriculum, and report stronger beliefs about their academic abilities. These positive effects persist in university, where students choose more challenging fields of study with better labor market prospects. Our results suggest that pull-out programs may serve as an effective alternative to programs that assign gifted and talented students to separate classes and schools.

Background and Objectives: Gifted schools are established with the goal of fostering and developing the capabilities of gifted students. However, these schools face numerous challenges, and identifying these issues and improving the educational quality of these schools, as the pioneers of the country's educational system, is of great importance. Therefore, the present study aims to diagnose the challenges of geography education in gifted schools at both the first and second levels of secondary education in the city of Karaj from the perspective of geography teachers. Methods:This qualitative study was conducted using a phenomenol ogical approach. The participants in the study consisted of geography teachers from gifted secondary schools in Karaj, with 11 teachers selected as the research sample through purposive sampling and theoretical saturation. The data gathered from semi-structured interviews were analyzed using coding methods, leading to the extraction of sub-themes and main themes. . Findings: The qualitative data analysis resulted in the identification of 4 main codes, 13 sub-codes, and 60 conceptual codes (open codes). The main challenges identified in geography education in gifted secondary schools, according to the teachers, included attitudes and beliefs toward geography as a subject, regulations and policies, educational challenges, and environmental challenges Conclusion:geography education in gifted schools faces numerous challenges, and addressing them requires comprehensive support from authorities, teachers, and families.

The article explores the pedagogical challenges of nurturing gifted students in primary school and ways to address them. It highlights methods for identifying gifted students, organizing the educational process to develop their individual abilities, and analyzing the teacher's role and responsibilities. The article provides pedagogical approaches, methodological recommendations, and practical guidance.

Aim . To identify and describe the features of teaching students gifted in the field of artificial intelligence. Methodology and methods. In the course of the work, system-activity and personality-oriented methodological approaches were used. The materials presented in academic articles of electronic databases (catalog of the Russian State Library, elibrary, Web of Science, Scopus) became the basis for analyzing the theoretical aspects of the problem. The main methods used in the study were methods of content analysis, analysis of literary sources, study and analysis of educational practice, comparative analysis, systematization and generalization of the theoretical and practical results obtained. Results . The results of the study were a description of the features of intellectual competitions in the field of artificial intelligence, key characteristics of personal qualities, theoretical and practical skills of trainees and their teachers necessary for effective teaching of students gifted in the field of artificial intelligence. The forms of education significant for intellectual achievements in this field were identified, the features and advantages of personalized and adaptive learning were shown, and their comparative characteristics were given for the best application of a specific form of education in various periods of educational activity and preparation for intellectual competitions in the field of artificial intelligence. Research implications . The results of the study make it possible to form the main approaches to the choice of types and methods of teaching students gifted in the field of artificial intelligence. Conclusions . The study identified the main requirements for the formation of the necessary theoretical knowledge and practical skills, personal qualities and special skills of trainees and their teachers for effective joint activities in the learning process and preparation for intellectual competitions in the field of artificial intelligence. It was established that personalized and adaptive forms of education for students gifted in this field are the most effective and able to complement each other.

The present study aims to develop the Bildiren Nonverbal Ability Test, Second Version (BNV-II), intended for the identification of gifted children at the primary school level. The first version of ...

This qualitative study sought to examine the perceptions of parents and caregivers of young highly to profoundly gifted learners regarding their child’s social and emotional characteristics and related needs. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6 – 8 through semi-structured interviews. Data were analyzed using thematic analysis and generated four overarching themes including (a) social-emotional complexity and intensity; (b) nurturing needs during early elementary school; (c) seeking community and understanding; and (d) misunderstanding and misconceptions of HG/PG children. Findings from this study inform educators, counselors, therapists, and related service providers of the lived experiences of families of highly to profoundly gifted children and their needs.

In this study, an investigation was conducted into the nature of the attitudes of the general student body (comprising all students) toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, survey data were collected from 400 secondary students enrolled in a faith-based school system in Australia. Data were analyzed using exploratory factor analysis, latent class analysis, and multiple regression analysis. Among the study findings were: (a) student attitudes toward gifted students and gifted education exist along two dimensions (i.e., support for gifted student adaptations and perceptions of non-elitism), (b) students may be classified into three groups with distinct attitude profiles that differ from one another along these two dimensions (i.e., strong supporters of gifted students/gifted education, students with neutral attitudes toward gifted students/gifted education and non-supporters of gifted students/gifted education, comprising 13%, 82%, and 5% of students respectively), and (c) the key predictors of student attitudes are school administrative support, academic impact, respect for authority, knowledge of giftedness and contact with gifted persons. The contributions of the study to the research literature are discussed.

The current study examined gender differences in divergent thinking (DT) using meta-analyses of mean difference and variation. The main objective of the meta-analysis of mean difference was to resolve contradictory findings in the creativity literature regarding the prevalence of creativity among males or females in creative potential. The meta-analysis of variation aimed to test the greater male variability hypothesis (GMVH) in DT. To test gender differences in means (i.e., Hedges’ g), results from 213 studies ( k = 1,251; N = 115,289) were analyzed using a three-level approach. Females slightly outperformed males in DT, g = −.065, 95% CI [−.095, −.034], p = ≤ .001. Three-level multiple regression analyses showed that the mean effect size significantly varied by (a) country, (b) DT subscale, (c) type of task, and (d) ability (gifted vs. nongifted). In the second meta-analysis, the GMVH in creative potential was tested by synthesizing the results of 1,152 effect sizes from 187 studies ( k = 1,152; N = 101,328). The results confirmed the existence of greater male variability (GMV) in DT, (InVR) = 1.216, 95% CI [1.14, 1.29], p ≤ .001, indicating 21.6% GMV in DT. Multiple regression analyses explained 29.82% of variability in the mean effect (InVR) at Level-2 (within-studies variance), and 5% of the variability in the mean effect at Level-3 (between-studies variance). The mean difference findings support the gender similarity hypothesis, while variation results tend to support the gender differences hypothesis. Limitations and recommendations for future studies are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

At a time marked by deepening socio-political divides and systemic inequities, this paper revisits findings from a previously conducted interpretive phenomenological research study and offers new critical reflections on the transformative potential of liberating worldviews, with Indigenous worldviews as a central example, in K-12 gifted education. Conversations with 14 Indigenous K-12 educators, researchers, and advocates revealed how liberating worldviews—rooted in relational, holistic, and community-centered perspectives—challenge dominant Western paradigms of giftedness that often perpetuate exclusion. Expanding on these findings, this paper proposes eight tenets to guide educators and researchers in embracing liberating worldviews that foster equity, creativity, and cultural responsiveness. Within the current political climate, where inclusion is increasingly under threat, these reflections underscore the urgency of reimagining educational systems to align with liberating worldviews that promote justice, sustainability, and collective well-being. The proposed tenets aim to empower practitioners and researchers alike to disrupt oppressive practices, affirm liberating ways of knowing and being, and engage in K-12 education spaces—particularly as White, non-Indigenous educators and researchers—in ways that respectfully and genuinely reimagine and advance education systems to embrace liberating worldviews.