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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.

This qualitative study explores the interactions among gifted students’ vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (n = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing to support students’ diverse identities; conversely, teachers provided support when they were available, enthusiastic, and understanding. Further, peers added stress through class rank competition but fostered support through accepting diverse identities and building friendships. In general, students heavily relied on problem-focused coping to address academic stress (e.g., changing schools, advocacy), yet had minimal adaptative coping strategies to address social stress. Students also discussed hybrid coping approaches, like extracurriculars and counseling. These findings suggest that interventions, such as teacher training and peer support programs, should address specific vulnerabilities, including diverse identities, and provide direct instruction in developing coping strategies to address social stressors.

Several studies have indicated that parental education predicts children’s intelligence. In contrast, fewer studies have simultaneously analyzed the role of parental intelligence, education, and personality in shaping their children’s giftedness. This study investigated the effects of parental education, cognitive abilities (based on CHC theory), and personality traits (based on the Five-Factor Model) on the expression of gifted children’s cognitive abilities. Sixty-five gifted children (IQ ≥ 120) aged 6 to 14 years (M = 9.91 years; SD = 2.24 years) were assessed using the WISC-IV, while parents (65 mothers, M = 44.00 years; SD = 4.20 years, and 61 fathers, M = 45.70 years; SD = 5.40 years) completed the WAIS-IV and the Big-Five Inventory. The results indicated that maternal education was a key predictor of children’s Verbal Comprehension Index (VCI) in bivariate analyses, though its effect was not robust in multivariate models. Children’s Perceptual Reasoning Index (PRI) was associated with maternal conscientiousness, and fathers’ short-term memory (Gsm) emerged as the primary predictor of children’s Working Memory Index (WMI). Maternal processing speed (Gs) was the strongest predictor of children’s Processing Speed Index (PSI) across both bivariate and multivariate analyses. While personality traits, such as maternal conscientiousness, played a role in facilitating visual-spatial reasoning, their effects were weaker compared to cognitive and educational factors. The findings obtained, which are only partly consistent with data in the literature, highlight the domain-specific influence of parental characteristics on children’s giftedness and underscore the need for further research into the interplay of genetic, cognitive, and environmental factors.

This article reports on an intervention based on a new approach to career counselling in the Anthropocene era. The research aimed to examine the determinants of the changes that occurred in the research participant rather than just the changes themselves. A gifted 17-year-old male (clarifying his career choice) was conveniently and purposively selected from enrichment workshop attendees. A descriptive and instrumental case study research was used to generate data. The workshop attendees completed the Career Interest Profile and the Maree Career Matrix to facilitate the intervention. Savickas’ guidelines for analysing career construction-related data were used to analyse the data. The intervention enhanced the participant’s psychological self as an autobiographical author especially. After the intervention the participant gave evidence of an enhanced sense of eco-awareness and moral behaviour). Further research is needed to establish the short-term and long-term effect of the kind of intervention in individual and group contexts.

This study conducts a systematic review following the PRISMA guidelines to explore music education for gifted and talented students. The research aims to delineate the identification methodologies, educational strategies, relevant technologies, prevailing challenges, and constructive recommendations within the ambit of gifted and talented education. A comprehensive systematic search yielded a dataset of 1,464 articles, from which 37 were selected for detailed analysis based on stringent criteria. The analysis reveals a rich tapestry of research in the domain, showcasing a variety of approaches to identifying and educating musically gifted and talented students. Despite the breadth of research and the diversity of methods applied, the field lacks a unified, standardized model. The integration of appropriate technologies has been shown to significantly enhance creative thought, social, and emotional skills among these students. However, the research identifies several challenges, including time management, the need for continuous improvement, and various physical and financial constraints. To address these issues, the study proposes several recommendations: the adoption of innovative technologies to foster creativity and motivation; specialized training for educators to effectively utilize these technologies; the development of adaptable curricular frameworks and models; the implementation of inventive music projects; and fostering collaborations with music professionals. These recommendations aim to enrich the educational landscape for gifted and talented students, ensuring a nurturing environment that promotes their exceptional abilities.

This study aims to investigate the effectiveness of an educational model based on the X (Twitter) platform in supporting the learning of gifted students in mathematics by employing the theory of communicative learning. The study used an experimental method with two groups, experimental and control, by applying a test in mathematics for gifted students that was applied to 101 gifted male and female students. The results of the study revealed the superiority of gifted students who underwent the training program on the S platform; specifically, females excelled more than males did. The study recommends directing faculty members to enrich the educational environment with mathematical concepts and knowledge during teaching and to use attractive methods, tools and activities that encourage student participation and motivation.

Bullying in schools remains a significant issue that affects all students involved, particularly the parents of gifted students. While the prevalence of bullying among gifted students has been examined, the experiences of parents whose gifted children have been victims of bullying have largely been overlooked. This study explores the bullying experiences of gifted students from the perspectives of their parents. A total of 13 parents of gifted students (11 mothers and 2 fathers) participated in semi-structured interviews to share their insights. Thematic analysis identified three key themes: victimization, factors influencing the bullying of gifted students, and parental responses to their children’s victimization. The findings emphasize the importance of understanding the experiences and reactions of parents of bullied gifted students in order to effectively prevent and address bullying incidents. The implications of this study are discussed in the context of strategies for preventing bullying victimization among gifted students.

Purpose: Gifted students are often motivated by complex mathematical tasks. Mathematical abstraction allows access to gifted students’ cognitive processes in knowledge construction. The question “How and why do the divisibility rules work?” evokes in them an intellectual need for constructing the working principle of a divisibility rule. Hence, this research focused on a gifted high school student’s abstraction process of divisibility rules. By examining mathematical abstraction through observable actions, this study presents a deeper insight into the gifted student’s thoughts, difficulties, and strategies regarding the working principle of divisibility rules. Design/Methodology/Approach: The data was obtained from a 9th-grade gifted high school student through clinical interviews in a case study research design. The data were analyzed using the RBC+C abstraction theoretical framework's epistemic actions: Recognizing, Building-with, Constructing, and Consolidating. Findings: The gifted student could recognize and use the necessary prior knowledge about divisibility to abstract the divisibility rules. In the construction process, the student explored the complex divisibility rules based on the place values of numbers with different digits. Highlights: The student needed guidance in the process of creating more complex divisibility rules. With the researcher's help, the student could understand even more complicated divisibility rules and consolidate the cognitive way.

Introducción: el estudio de la participación deportiva entre la población de altas capacidades intelectuales se ha desarrollado muy tardíamente, debido en parte a una tradicional concepción cartesiana del ser humano. Objetivo: este estudio pretende aportar conocimiento a esta temática, analizando los hábitos deportivos de una población joven con altas capacidades intelectuales en relación con la inteligencia verbal y no verbal. Metodología: en el mismo participaron 128 jóvenes de entre 14 y 25 años identificados con altas capacidades intelectuales, quienes respondieron a un cuestionario que incorporaba datos sociodemográficos y de hábitos deportivos, así como la evaluación de la inteligencia mediante un test breve, y dos escalas para medir el disfrute en la práctica de actividades físicas y la autoeficacia motriz. Resultados: entre los resultados destaca que los jóvenes de altas capacidades, deportivamente, siguen tendencias similares a las de su grupo de edad. No se encontraron correlaciones significativas entre las variables relacionadas con la inteligencia y la capacidad espacial motriz tal como se planteaba en la hipótesis. Sin embargo, sí se encontraron relaciones significativas entre disfrute con la práctica y autoeficacia motriz, así como en el modelo centrado en el factor verbal y en la capacidad espacial motriz; es decir que, a mayor nivel de razonamiento verbal, mayor capacidad espacial motriz. Conclusiones: este estudio puede contribuir a una mejor incorporación de la población de altas capacidades a las actividades físico-deportivas, promoviendo de esta forma su desarrollo integral.

This study aims to investigate the psychometric properties of the Arabic-translated Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) in Qatar. This study translated the GRS-P into Arabic, examined the validity and reliability indicators, and explored gender and age differences in children’s performance on the translated GRS-P. Two hundred thirteen children aged four to six years and sixteen teachers from eight kindergartens in Doha participated in this study. Results revealed strong internal consistency reliability and significant positive correlations between GRS-P subscales, the HOPE Scale, and the Child Developmental Profile. Confirmatory factor analysis results indicated that the one-factor structure across the GRS-P subscales presented varied levels of fit. Gender and grade level analysis showed no significant differences in GRS-P scores. This study contributes to effectively identifying gifted children in Qatar, offering insights for educational practitioners and policymakers. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The current study aimed to explore the impact of an artificial intelligence enrichment program on enhancing twenty-first-century skills and academic integrity among gifted middle-grade students. Sixty-six students (34 in the experimental group and 32 in the control group) from Saudi Arabia were chosen to participate in the program. A twenty-first-century skills scale and an academic integrity inventory were applied at the beginning and end of the program. Repeated measures of analysis of variance (ANOVA 2 X 2) between subject factors in experimental and control groups and within-subject factors in pre-and post-tests were used to determine the effects of the artificial intelligence enrichment program on the development of twenty-first-century skills and academic integrity. The results revealed that the interaction between groups and time was significant for all twenty-first-century skills and academic integrity dimensions. Also, the effect size of interaction for all variables was large. Recommendations were made for further promotion and development of the program and its re-implementation in various educational stages and with multiple samples, as well as for training for teachers to employ artificial intelligence and twenty-first-century skills in classroom and non-classroom activities.

PE is particularly relevant for intellectually gifted and talented students, as they tend to exhibit lower levels of physical self-concept than their non-gifted peers (Infantes-Paniagua et al., 2022). However, scientific literature on this topic is scarce. PE can also be highly beneficial for physically gifted students, offering them additional opportunities to support their development into future elite athletes. Whereas in many countries additional classes for those who stay behind in motor development are common, as far as we know, additional classes for gifted students are still scarce. This can also be seen in scientific literature, where there have been an absence of research on athletic identification in journals that aim to publish about high ability and education (Persson, 2002) that continues until our days.Recent evidence highlights how physical activity can positively influence cognitive, intellectual, academic, emotional, and social dimensions in children and adolescents (e.g., Donnelly et al., 2016). This makes the research topic even more pertinent within the gifted and talented domain. Therefore, we proposed the current research topic with the aim of exploring and synthesizing the latest findings from various research perspectives on this subject. In doing so we raised some questions to the research community: How can physically or intellectually gifted and talented students be identified? It also suggests the consideration of conducting meta-analyses to clarify the existing evidence. 61Together, the four studies highlight the importance of a broad and multidimensional understanding of 62 talent and its development in different contexts, including educational. Each research paper addresses 63a key aspect that contributes to the overall picture: from conceptualizing and identifying talent to 64 preparing educators who play a critical role in supporting gifted and talented students. 65In short, PE plays a fundamental role in the overall well-being of gifted and talented students, 66 through both physical and socio-emotional development. Through structured activities and tailored 67 programs, these students can channel their energy, improve motor coordination, sport related skills, 68 and achieve optimal physical health. Furthermore, PE fosters skills such as teamwork, resilience, and 69 stress management, which are crucial for their personal and social development. Therefore, it is 70 essential to design programs that integrate challenging and enriching activities, promoting and 71supporting not only their gifts and talent but also a holistic well-being that enables them to thrive in 72 all aspects of their lives. 73The development of this research topic has also highlighted several limitations.

The purpose of the study is to examine traditional and cyberbullying among the students with special education needs attending special education schools. Additionally, traditional and cyber victimization among special education students have been examined in terms of gender and grade levels. A sample of the present study consists of 295 students with special education needs (177 gifted, 118 deaf) attending segregated special education schools. The Revised Olweus Bully/Victim Questionnaire, the Revised Cyber Bullying Inventory-II, the Strengths and Difficulties Questionnaire, and a demographic data sheet were employed to collect data. Results of the study indicated that of the total 295 students with special education needs, 28.1% of the students with special education needs were bullies and 39.3% were victims of traditional bullying. Furthermore, 13.5% of the students with special education needs were identified as cyberbullies, and 23.3% of them were found as cybervictims. When gender and grade level were examined in regard to traditional and cyber victimization, significant gender differences were found in 9 and 10 grade levels. Male students with special education needs obtained higher scores for victimization than female students with special education needs. The results of the study were discussed in the light of literature.

Coding and digital game design activities have been used in recent years to contribute to students' academic achievement and twenty-first century skills. This study aimed to investigate the effect of the 5E model enriched with coding and digital game design activities (5EECD) on gifted students' academic achievement and problem-solving skills. A quasi-experimental design with pre-test post-test control group was used in the research. The sample of the study consists of 80 3rd grade gifted primary school students studying at a Science and Art Center affiliated to the Ministry of National Education in Türkiye. The study was completed in a five-week treatment period. The experimental group studied the force and motion concept with the 5EECD and the control group studied it with the proposed conventional method. Academic Achievement Test and Problem-Solving Skills Scale were used as pre and post-tests as measuring tools. The data were analyzed by descriptive and inferential statistics. The descriptive statistics results revealed that the experimental group students showed higher performances in science achievement and problem-solving skills. Inferentially, MANCOVA results showed that the 5EECD had a statistically significant effect on the collective dependent variables of the academic achievement and problem-solving skills. The ANCOVA findings also supported the above outcomes and it indicated that each of the academic achievement and problem-solving skills of experimental group was significantly higher than those of the control group. Therefore, the findings of the current research suggest that the 5EECD would be used for 3rd grade gifted students’ science education.