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Giftedness is a topic oft-researched and oft-discussed, but developing an understanding of children's adjustment to various approaches poses unique challenges. As the United States has no national standards for gifted education, each state has its approach to curriculum and programming for gifted students. This includes defining giftedness, assessing for it, and integrating students into the developed program. In California the Gifted and Talented Education (GATE) program has broad standards and the development of specific programming is done at the local level. The Fresno Unified School District established separate schools dedicated to the GATE program. This posed a unique opportunity to assess the adjustment of gifted children from a "typical" learning environment to one designated for gifted children. In order to capture the unique experience of transferring, an interpretive phenomenological analysis (IPA) was conducted to understand the experience of gifted children adjusting to a new school environment. This study targeted three questions: what the child's understanding was of their transfer to this school, what they understood as the differences between this and their previous school, and how they would explain the transfer process to a new incoming student. Participants included 3 children between 8-10 years old who had transferred to the GATE school within the year. Participants participated in a semi-structured interview format designed to explore the experience of transferring while allowing for—and adapting to—each participant's unique response style. Results indicated the children were most sensitive to the social aspects of the new school: how they felt they fit in with other students and how they felt they were regarded by their teachers. Other aspects focused on individual identity were deemphasized. The results of this study indicate students may benefit from school programs targeted towards belonging and cohesion in addition to giftedness and performance. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Autism spectrum disorders (ASD) are reported to occur in all racial, ethnic, and socioeconomic groups; however there does appear to be a gender bias, in that on average ASD is 4 to 5 times more likely to occur in boys than in girls (CDC, 2020). This study sought to examine and explore the ASD-gender phenomenon based on the perspective of the educator, specifically teachers of students with ASD. More specifically, this study examined the perceptions of secondary (middle and high school) teachers who work with male and female students diagnosed with ASD. Qualitative research was used to gain insight into teachers' experiences working with females with ASD, as well as their perceptions of gender differences.This study used semi-structured interviews to examine the perceptions of 16 secondary (middle and high school) teachers who work(ed) with female students suspected of and/or diagnosed with ASD. During the interviews, participants shared stories about male and female students undiagnosed and/or diagnosed with ASD. In their stories, participants described the cognitive and behavioral needs of female students, spoke to similarities and differences of male and female students with ASD, and described supports that they have used in supporting their students.Emergent themes included: (1) misdiagnosed and undiagnosed females, (2) quietness, (3) social awkwardness, and (4) academic struggles. Themes around gender specific differences included a higher prevalence for male students in the areas of: (1) difficulty completing academic tasks, (2) inflexible adherence to routines, (3) externalizing behaviors, and (4) giftedness. As for effective supports and intervention, the overarching theme spoke to a lack of available support for female students with ASD in comparison to their male counterparts. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study looks at divergent thinking ability, spiritual disposition, and perception of school support among artistically gifted students in the Orthodox Jewish community. It hypothesizes that artistically gifted individuals exhibit strengths in both divergent thinking and a disposition to spirituality, and that in a rule-based culture prioritizing external behavior over internal connectedness, such students experience a unique compound of stressors and may therefore be an at-risk population. The mixed-method study assessed 54 religious young adults with high creative accomplishment in traits of divergent thinking, creative personality and spiritual disposition along with their perceptions of support for creativity and spirituality in their Orthodox day school through a battery of multiple short scales and supplementary questions. Quantitative testing showed positive correlation between creative accomplishment and divergent thinking and high positive correlation between creative accomplishment and a spiritual disposition to search for meaning. Qualitative assessment indicated further evidence of spiritual disposition in artists as well as a common set of experiences in school. Students perceiving lowest support for creativity experienced feelings of marginalization, lack of appreciation for strengths, and a likelihood toward giftedness.  Environmental support for spirituality was low in multiple areas, including minimal opportunities to speak about G-d, minimal time for introspection, inconsistent role modeling in teachers, and, directly impacting students with strong disposition to search for meaning, weak focus on the meaning behind practices. Trait correlation results and qualitative data can help educators better understand creative students, and school environment findings indicate several areas that would benefit from change to increase positive outcomes for creative students in Orthodoxy. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Implicit mindset of intelligence influences teachers' conceptions of giftedness which can influence pedagogical decision-making that relate to gifted students. Teachers implicitly view intelligence as either a limited quantity or a quality that can be developed over time (Dweck, 2008b). The mindset of intelligence that a teacher holds impacts the expectations that are placed on students. However, general education teachers may not have a solid conception of giftedness (Kaul & Davis, 2018). Thus, a gifted program which relies on general education teachers for instructional delivery may not adequately meet the academic needs of the gifted students within the program. The program evaluation used an embedded single-case, utilization-focused evaluation design to understand how general education elementary teachers within an elementary school conceptualize giftedness through the framework of Carol Dweck's (2000) Implicit Mindset Theory and how implicit mindset of intelligence and conceptions of giftedness contribute to pedagogical decisions that are made. The mixed methods evaluation was comprised of two phases. Phase 1 included a quantitative survey. The survey produced descriptive data about implicit mindset of intelligence. Phase 2 included teacher selected lesson plans, and semi-structured interviews. Qualitative data about implicit mindset of intelligence, conceptions of giftedness, and pedagogical decision-making were collected from the lesson plans and interviews. These data taken together provided insight into how teachers' pedagogical decisions are influenced by teacher implicit mindset of intelligence and teacher conceptions of giftedness. The implications for fostering an incremental mindset and increasing general education teacher professional learning opportunities are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

An educator's preparedness has many contributing factors, including natural-born giftedness, inspiration from a childhood teacher, or a need to impact our youth. However, for many current educators, teaching was not their initial choice. Alternative certification programs are growing in popularity as a means of placing qualified individuals in the classroom. Traditional university paths provide training that is often condensed or rushed for those seeking alternative certification. Therefore, once employment is obtained, the support from district induction programs could be extremely beneficial for novice teachers regardless of their training. Using a group of employees from one school district in South Carolina, who completed their induction year in the district and are still employed, research was conducted to measure a teacher's sense of self-efficacy based on the type of certification they possess. Additionally, the support that the district offers induction teachers was evaluated based on themes that arose from a review of the literature. Using a mixed-methods approach, it was resolved that there is not a difference in self-efficacy in first-year teachers based on their certification route. Additionally, it was determined that the needs of alternatively certified teachers vary, and should be given careful consideration by their district of hire. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this qualitative study was to explore elementary gifted teachers' lived experiences regarding Black males' participation in gifted education in rural schools. Critical theory was used as the theoretical framework of this study. A phenomenological design was utilized with a purposeful sample of twelve elementary gifted teachers. The central research question of this study was: What are elementary gifted teachers' lived experiences regarding Black males' participation in gifted education in rural schools? Data were collected through in-depth interviews. This study's findings revealed (a) elementary gifted teachers have limited lived experiences with Black males participating in gifted programs, (b) elementary gifted teachers play a significant role in the gifted referral process and generally have their own perceptions of giftedness, (c) elementary gifted teachers have experienced the impact of socioeconomic status on background experiences and home environment, and (d) elementary gifted teachers have experienced a lack of professional development regarding gifted education but remain confident in their ability to make gifted referral decisions. Implications of this study include strengthening local gifted nomination policies and protocols, exploring more equitable ways to make gifted referrals, and increasing professional learning regarding gifted education. Recommendations for future research include conducting similar studies of broader scope, and studies to exclusively explore the role of socioeconomics, creativity, and testing in Black males' participation in gifted education in rural schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

In this dissertation, I sought to understand foster parents' perceptions of giftedness, how foster children's strengths, gifts, and talents affect their experiences and those of their foster parents, and what resources and information foster parents have for supporting their foster children's education and gifts. To understand these beliefs, I analyzed quantitative and qualitative survey data from 53 foster parents throughout the United States and analyzed interviews from 14 of those foster parents. Most foster parents surveyed perceived their foster children as a little or very different academically and in other ways than their peers not in foster care, and perceived they had different educational experiences than their peers, largely attributed to their lived experiences prior to entering and during foster care. Most participants felt their foster children's abilities, strengths, and talents affected foster parents a little or very much. Interviewed and surveyed foster parents defined giftedness as including the following attributes: academic achievement, natural ability or innate talent, intelligence, domain-specific capabilities, performance or skills above average for their age or above their peers, unique approaches to learning, and motivation for learning. Interviewees also addressed non-academic forms of giftedness, socioemotional characteristics of children with gifts and talents, and noted that these students may have some difficulties in school. Foster parents explained the adaptations they have made to their parenting because of their foster children's strengths, talents, and abilities, and highlighted the unique life experiences of foster children, which were not only hinderances but also could help them succeed academically and in life. Participants also expressed why they think foster children are not identified for gifted education programming. Foster parents had many needs related to their foster children's education and strengths, talents, and abilities. They made recommendations to those who train new foster parents and provide ongoing training to current foster parents; to schools and teachers of foster children; and to new foster parents about how to best meet the needs of foster children and encourage their gifts and talents. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Objectives: The aim of this study was to develop a new parental rating scale for identification of intellectually gifted preschoolers (4 to 6 years of age). This new scale, the Preschooler’s Ability Rating Scale (PARS), consists of two parts—PARS-PRE, which follows the principle of precocity and inquires about the age at which giftedness-relevant behavior appeared for the first time; and PARS-CUR, which focuses on the current level of abilities. Participants and setting: In total, 263 Czech mothers and 90 children participated in the main study. Hypotheses: PARS will have a two-dimensional structure corresponding to its two parts. Both parts will significantly correlate with scores on the Woodcock-Johnson: International edition II (WJ IE II COG).Statistical analysis. 1. Item analysis; 2. Exploratory factor analysis; 3. Correlational analyses with WJ IE II COG; 4. ROC analysis to evaluate the specificity and sensitivity. Results: Factor analysis suggests a three-factor structure—two of the factors correspond to the scale’s original parts, and the third factor reflects early reading and counting (4 items from the precocity part). The diagnostic accuracy of the first two factors is similarly low (r PRE = .33, r CUR = .25), but substantially higher for the early reading/counting factor (r LIT = .52). Addition-ally, parental ratings are, in general, based more on children’s verbal abilities than their nonverbal abilities. Given the low criterial validity, the authors do not recommend utilizing the PARS scale in practical setting, however, the conclusions are useful for further development of similarly-minded scales. Study limitations: Only 90 children were administered the WJ IE II COG—the small sample size affects the precision of parameter estimates. The parentsʼ sample consists only of mothers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCíle: Cílem studie bylo vytvoření nové posuzovací škály pro identifikaci nadaných předškoláků ve věku 4-6 let. Tato nová metoda, Preschooler’s Ability Rating Scale (PARS), má dvě části. První je PARS-PRE, která vychází z principu předčasné zralosti a její položky se zaměřují na věk, ve kterém rodiče poprvé pozorovali určité projevy chování, které mohou souviset s nadáním. Druhá je PARS-CUR, která se zaměřuje na aktuální úroveň schopností. Vzorek: Do hlavní části studie bylo zapojeno celkem 263 matek a 90 dětí z České republiky. Hypotézy: Posuzovací škála PARS bude mít dvoudimenzionální strukturu odpovídající jejím dvěma částem. Obě části budou silně korelovat se skóry baterie Woodcock-Johnson: International edition II (WJ IE II COG). Analýzy. 1. Položková analýza; 2. Explorační faktorová analýza; 3. Korelace s WJ IE II COG; 4. ROC analýza ke stanovení specificity a senzitivity. Výsledky: Výsledky faktorové analýzy naznačují třídimenzionální strukturu—dva faktory odpoví-dající dvěma částem škály a třetí faktor tvořený 4 položkami části PARS-PRE, které se zaměřují na časné čtení a počítání. Diagnostická přesnost dvou hlavních faktorů je srovnatelně nízká (r PRE = .33, r CUR = .25), výrazně vyšší je u třetího fak-toru (r LIT = .52). Dá se říci, že obecně je rodi-čovské hodnocení více založeno na verbálních schopnostech dítěte než na těch neverbálních. S ohledem na nízkou kriteriální validitu nelze doporučit škálu PARS pro využívání v praxi, závěry mohou být nicméně užitečné při vývoji podobně zaměřených nástrojů v budoucnu. Limity: Baterie WJ IE II COG byla administrována pouze 90 dětem—takto malý vzorek ovlivnil přesnost odhadu parametrů. Do rodičovské-ho hodnocení škálou PARS se zapojily pouze matky. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA autoeficácia diz respeito às crenças do indivíduo em suas capacidades para realizar determinadas atividades e influencia seu nível de determinação e esforço. Este estudo teve como objetivo investigar se cursos de formação para práticas inclusivas que envolvem fontes de autoeficácia produzem efeitos na autoeficácia docente. Participaram 36 professores, parte deles realizou curso sobre inclusão de estudantes com deficiência intelectual, os demais realizaram curso sobre inclusão de estudantes com altas habilidades/superdotação. Os cursos primavam pela indissociabilidade entre teoria e prática e análise reflexiva conjunta acerca de vídeos com situações educacionais inclusivas bem-sucedidas de modo a envolver persuasão social e experiências vicárias. Os efeitos da formação foram avaliados a partir da Escala de Eficácia Docente para Práticas Inclusivas nas versões Deficiência Intelectual e Altas Habilidades/Superdotação. Os resultados revelaram que houve aumento na autoeficácia dos professores de modo a indicar as potencialidades das fontes de autoeficácia abordadas na formação docente. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa autoeficacia se refiere a las creencias del individuo en su capacidad para realizar ciertas actividades e influye en el nivel de determinación y esfuerzo involucrados. Este estudio tuvo como objetivo investigar si los cursos de capacitación para prácticas inclusivas que involucren fuentes de autoeficacia producen efectos sobre la autoeficacia docente. Participaron 36 profesores; una parte realizó un curso sobre la inclusión de estudiantes con discapacidad intelectual y los demás, sobre la inclusión de estudiantes con superdotación. Los cursos se destacaron por su inseparabilidad entre la teoría y la práctica y el análisis reflexivo conjunto de videos con situaciones educativas inclusivas exitosas para involucrar la persuasión social y las experiencias vicarias. Los efectos de la formación se evaluaron con la Escala de Eficacia Docente para Prácticas Inclusivas, en las versiones Discapacidad Intelectual y Superdotación. Los resultados revelaron que hubo un aumento en la autoeficacia de los docentes, con el fin de indicar el potencial de las fuentes de autoeficacia abordadas en la formación docente. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The analysis of the mathematical performance of the students favors the adjustment and individualization of the educational processes for this area of learning. Due to its relevance in daily life, the teacher must bear in mind the functionality and transfer of mathematical learning. The generalization of research that combines theory and practice is essential. In this sense, there are few studies at the curriculum level for mathematics related to the education of gifted and/or mathematically talented students. Thus, it becomes pertinent to analyze such mathematical skills and the factors in which these students stand out. The purpose of this study is to analyze the types of mathematical reasoning and representations based on problem-solving tasks expressed by gifted students on an educational level with a good performance in the area of Mathematics. Forty-two students were evaluated as gifted, and were compared with 52 high-performance students in terms of age and school year (10-15 years old). The existence of statistically significant differences in certain tasks and representations was verified, with the schoolchildren with the greatest potential showing more complex representations and more elaborate reasoning. Knowing the nature of the potentialities favors the individualization of the educational processes. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalL’analyse des performances mathématiques des élèves favorise l’ajustement et l’individualisation des processus éducatifs pour ce domaine d’apprentissage. En raison de son importance dans la vie quotidienne, l’enseignant envisager la fonctionnalité et le transfert de l’apprentissage mathématique. La généralisation des investigations combinant théorie et pratique est considérée comme essentielle. À cet égard, les études sur des programmes pour les mathématiques liées à l’éducation des écoliers surdoués et / ou talentueux sont rares. Ceci permet de réfléchir sur ces compétences mathématiques et oú des facteurs ces élèves sont excellents. Cette étude vise à analyser les types de raisonnement et de représentations mathématiques à partir de la résolution de problèmes par des étudiants surdoués diagnostiqués par rapport aux élèves au même niveau d’instruction avec de bons résultats dans le domaine des mathématiques. Quarante-deux élèves ont été évalués comme surdoués et ils sont assimilés à 52 élèves très performants tenant compte de leur âge et de leur année de scolarité (écoliers âgés de 10 à 15 ans). Les résultats semblent indiquer l’existence de différences statistiquement significatives dans certaines tâches et représentations, montrant aux écoliers avec une plus grande potentialité des représentations, plus complexes et avec un raisonnement plus élaboré en général. Les études avec ces étudiants nous permettent de connaître la nature de leurs potentialités et favorisent l’individualisation de l’apprentissage. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA análise do desempenho matemático dos alunos favorece o ajustamento e a individualização dos processos educativos para esta área de aprendizagem. Devido à sua relevância na vida quotidiana, o docente deve ter em conta a funcionalidade e transferência das aprendizagens matemáticas. A generalização de investigações que combinam teoria e prática é considerada essencial. Neste sentido, são escassos os estudos no plano curricular para a Matemática relativos à formação de alunos sobredotados e/ou matematicamente talentosos. Deste modo, torna-se pertinente analisar essas competências matemáticas e em que fatores esses alunos se destacam. O presente estudo tem como objetivo analisar os tipos de raciocínio e de representações matemáticas a partir de tarefas de resolução de problemas desenvolvidas por alunos com diagnóstico de sobredotação em comparação com alunos matriculados no mesmo nível de escolaridade com bom desempenho na área da Matemática. Foram considerados 42 alunos avaliados como sobredotados e comparados com 52 alunos de alto rendimento considerando a sua idade e a etapa de escolaridade (alunos entre os 10 e os 15 anos). Os resultados sugerem a existência de diferenças estatisticamente significativas em determinadas tarefas e representações, evidenciando os alunos com maior potencial representações mais complexas e raciocínios mais elaborados em geral. Os estudos com estes alunos permitem conhecer a natureza das suas potencialidades e favorecem a individualização dos processos educativos. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEl análisis del desempeño matemático de los alumnos favorece el ajuste y la individualización de los procesos educativos para esta área de aprendizaje. Por su relevancia en la vida cotidiana, el docente deberá de tener presente la funcionalidad y transferencia que tienen los aprendizajes matemáticos. La generalización de investigaciones que aún en teoría y práctica se conforman como imprescindibles. En este sentido, son escasos los estudios en el plano curricular para la Matemáticas relativos a la educación de los escolares superdotados y/o matemáticamente talentosos. De esta forma, se torna pertinente analizar tales competencias matemáticas y en qué factores estos alumnos sobresalen. El presente estudio tiene como propósito analizar los tipos de raciocinio y representaciones matemáticas a partir de tareas de resolución de problemas desarrolladas por escolares superdotados diagnosticados en comparación con alumnado escolarizado en su mismo nivel educativo con un buen rendimiento en el área de Matemáticas. Se han considerado 42 escolares evaluados como superdotados, y se equiparan con 52 alumnos de rendimiento alto considerando su edad y año de escolaridad (escolares entre los 10 y los 15 años de edad). Los resultados sugieren la existencia de diferencias estadísticamente significativas en determinadas tareas y representaciones, mostrando los escolares con mayor potencialidad representaciones más complejas y raciocinios más elaborados en general. Estudios con estos alumnos permiten conocer la naturaleza de sus potencialidades y favorecer la individualización de los procesos educativos. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

“Gifted or talented” is a student exceptionality category that in many states requires a formal eligibility procedure to qualify for specialized school programming (Gallagher et al. 2014). Researchers agree that there is a historical overreliance on IQ in determining service eligibility; however, no brief parent rating scale appears in the empirical literature to support the decision-making of school evaluation teams. Items of the Characteristics of Giftedness Scale (Silverman 1993) were selected and expanded upon to create a brief 20-item instrument. Confirmatory factor analysis (CFA) revealed that the modified scale was best characterized as having a two-factor structure. Furthermore, group differences were found between students eligible for gifted school programming and those without gifted status at school. Taken together, present findings suggest that this modified scale may be a suitable evaluation tool for school-based use. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Research on high-ability postsecondary students has increased in recent years; yet identifying such students can be challenging. The International Cognitive Ability Resource (ICAR) is an online, open-access tool designed to facilitate measurement of cognitive abilities in research. We evaluated whether the ICAR is appropriate to identify high-ability postsecondary students for research; high ability was classified by a General Ability Index score of 120 or higher on the WAIS-IV. In a sample of 97 students from a U.S. university (Mean age 22.47 years, Mean General Ability Index score 115.13) the 60-item ICAR demonstrated adequate diagnostic accuracy to identify high ability with three appropriate cut scores (33, 34, or 35 items correct out of 60). The 16-item ICAR had no appropriate cut scores but demonstrated validity as a brief cognitive ability measure that could be used to examine relations between intelligence and other variables. Findings suggest that the ICAR could be a useful open-source tool for research with high-ability college students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

We propose that wisdom should be considered in understanding, identifying, and developing skills of thought translated into action in gifted children and adults. First, we review some of the history of the gifted field and conclude that ideas about understanding, identification, and instruction are largely obsolete and based on assumptions that might have seemed valid in the early 20th century but that now are known not to be. Second, we discuss wisdom—what it is and how it is structured. Third, we discuss different kinds of wisdom and why they matter. We further discuss “4W’s” of wisdom. Fourth, we discuss the role of wisdom in the identification of gifted individuals. Fifth and finally, we conclude that our emphasis in the understanding, identification, and development of gifted individuals needs to be expanded to include wisdom, and certainly not just IQ. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This research focused on emotional expression in children during lockdown due to the spread of COVID-19. A particular case is represented by gifted people, who often show a higher and more intense emotional arousal and sensitivity. We proposed a questionnaire built ad hoc and filled in by 126 mothers who answered referring to each of their children (N = 225), both gifted and typical development. First phase of analyses took account of a group of children who belong to family where there is at least one gifted child (N = 162) and a group of children with typical development (N = 63). Analyses did not reveal any significant differences between these two groups, both in the expression of emotions and states of mind. However, further analyses which compare gifted children (N = 100) to children with typical development (N = 125) without considering the belonging family, showed how gifted children seem to experience higher level of apathy ( p < .001) and impatience ( p = .016) if compared to normotipic peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa ricerca si è focalizzata sulle manifestazioni emotive nei bambini durante il lockdown derivante dalla diffusione del COVID-19. Un caso particolare è rappresentato dalla popolazione di soggetti plusdotati, che presentano spesso un’elevata e più intensa sensibilità emotiva. È stato proposto un questionario costruito ad hoc compilato da 126 madri che hanno risposto riferendosi ad ognuno dei propri figli (N = 225), sia con plusdotazione sia con sviluppo tipico. La prima fase di analisi dei dati ha considerato un gruppo di bambini appartenenti a famiglie con almeno un figlio con plusdotazione (N = 162) e un gruppo di bambini con sviluppo tipico (N = 63). Dalle analisi non emergono differenze significative tra i due gruppi, sia rispetto alle emozioni, sia agli stati d’animo; tuttavia, ulteriori analisi che confrontano i bambini con plusdotazione (N = 100) con bambini con sviluppo tipico (N = 125) a prescindere dalla famiglia di appartenenza, mostrano come i primi sembrano sperimentare maggiori livelli di apatia (p < .001) e di insofferenza (p = .016) rispetto ai pari normotipici. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The late James Flynn, to whom this Special Issue is dedicated, suggested that what will matter most to the future of the world is not levels of intelligence but rather how intelligence is deployed. In this article, I argue that we can distinguish between transactional and transformational deployments of intelligence. Loosely following Flynn, I suggest that we need to pay much more attention to the latter rather than the former. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Intellectual giftedness is commonly associated with a high level of intellectual functioning, an identification process whereby individuals are labeled as gifted, and adjustments in schools such as grade skipping. During adolescence, all these factors are prone to reduce peer connectedness and school life satisfaction. The aim of the present study was to disentangle the effects of these factors in a sample of 492 sixth and 10th graders. We identified three subsamples based on different characteristics associated with giftedness: students previously identified as gifted ( n = 66), students who scored in the top 10% on a general intelligence test ( n = 49), and students who had skipped a grade ( n = 57). Comparative analysis showed that none of these subsamples differed from their respective control groups on school life satisfaction. Students labeled as gifted reported a lower level of peer connectedness, and the latter's contribution to school life satisfaction was significantly stronger within this subsample. These results underscore the importance of social integration for adolescents identified as intellectually gifted and exclude grade skipping as a risk factor. Moreover, high intellectual level does not seem to impact either school life satisfaction or peer connectedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert– gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles, affinity for novelty and complexity, and task representation and planning. Illustrative research is described from preschool age through higher education, including connections to creativity research. Second, gifted education benefits when guided by social-constructivist theory of education and its expression in inquiry-based instruction. Examples include building upon learner interests, question asking, collaborative inquiry, and active learner roles. Desirable specific instructional practices are framed by the above theories and by being considered in the contexts of widely recommended and best practices with their research support. Third, gifted education, at all levels including higher education and teacher education, needs to be an integral part of the context of general education. Most specific gifted education practices also work in general education, including learning high-level skills within subject matter. Nineteen examples are cited about how gifted education contributes to the quality of general education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Our study revolves around the concept of giftedness and the various factors that influence it, in a socio–historical and current context, following the definition of the phenomenon from ancient cultures to the present day, the consequences of its existence, its measurement possibilities and development. We explain the impact of intelligence, creativity, motivation, performance needs and other factors, how these processes and skills contribute (or not) to the development of giftedness. In the end, we will talk about a group of talents-the twice-exceptional talents -who need a great deal of help in getting their skills to the surface and consolidating in the most effective way. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalTanulmányunk a tehetség és az azt befolyásoló, különböző tényezők koncepcióját járja körül társadalmi-történelmi és aktuális keretek között, az ősi kultúráktól napjainkig követve a jelenség definiálását, meglétének következményeit, mérésének lehetőségeit és fejlődését. Kifejtjük az intelligencia, a kreativitás, a motiváció, a teljesítményigény és egyéb, más tényezők hatását, azt, hogy e folyamatok, képességek hogyan, miben járulnak hozzá (vagy nem) a tehetség kibontakozásához. Végezetül pedig szót ejtünk egy olyan tehetségcsoportról – kétszeresen kivételesek –, akik különösen nagy segítséget igényelnek abban, hogy képességeik a leghatékonyabb módon jöjjenek felszínre és szilárduljanak meg. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)