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This study investigated how peer feedback as an instructional tool might increase the engagement of gifted middle school science students, potentially impacting their academic performance in science. It specifically addressed gifted students' perceptions of peer feedback in science. Furthermore, it explored how peer feedback could be considered a potentially effective learning strategy to increase student's engagement and learning from their peers in the science classroom. In this quantitative study, the researcher examined the independent variable, which was comprised of three peer feedback conditions: learning condition, rubric condition, and line condition, to see how students' perceptions of the usefulness of peer feedback were in science. A one-way repeated measures ANOVA was used to understand if there were any changes in student perceptions during peer feedback conditions through a STEM prosthetic hand project. All students participated in each stage of the study design by learning about the peer feedback conditions (learning, rubric, and line-by-line condition) and completed each survey at the conclusion of each condition. Within each peer feedback condition, students were learning how to give, receive, and apply peer feedback (the peer feedback cycle). However, the results of statistical analyses revealed no significant differences among the three peer feedback conditions. These findings challenge much of the available literature on peer feedback and suggest that these different conditions may be influenced by factors not accounted for in this study. There is evidence to suggest that there is enough promise in utilizing peer feedback, specifically using peer feedback in science and STEM courses. Future research should explore the potential impact on study results if the peer feedback cycle is applied after engaging in extensive community-building, in non-gifted learning environments, and with a control condition over a longer implementation period. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Gifted students' often go unchallenged in the classroom, and this lack of tailored instruction can lead to decreased motivation, which, in turn, influences underachievement, which is a significant concern since these children, theoretically, should be our highest achievers. This 4-week (i.e., eight instructional days) semi-randomized, pre-test/post-test experimental design study tested a mathematical problem-solving intervention to evaluate its effects on gifted students' motivation in mathematics. Fourth and fifth grade gifted students were semi-randomly placed into groups for mathematical instruction using business-as-usual, Traditional Problem-Solving (TPS), or Mathematical Problem-Posing (MPP) pedagogical approaches. Twenty-nine gifted students took the Children's Academic Intrinsic Motivation Inventory (CAIMI; Gottfried, 2006) at pre-test (i.e., before instruction) and again at post-test to measure any potential changes in their learning motivation in mathematics using raw scores. A one-way analysis of covariance (ANCOVA) was conducted to explore the mean difference between groups (i.e., TPS/MPP instruction) on one continuous dependent variable (i.e., post-test motivation scores) while controlling for pre-test motivation scores (i.e., covariate). After controlling for pre-test scores, there was no statistically significant difference between groups in students' motivation scores, F(1, 26) = .057, p = .813, although students' motivation scores increased in both groups. Limitations, such as the duration of the intervention, are discussed along with implications for future research, which include repeating the study with a larger sample and for a longer duration. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Interpersonal skills and perfectionistic tendencies of gifted adolescents may influence psychological health and future professional success. In order to better understand these variables, we must have accurate and valid measures first. This study attempted development and validation of measures of interpersonal skills and perfectionistic tendencies among gifted children in order to determine if the constructs had quantitative and qualitative meaning. Gifted students' responses to the Interpersonal Competence Questionnaires (ICQ) and Frost's Multidimensional Perfectionism Scale (FMPS) were analyzed with the Rasch rating scale model. Evidences of multiple aspects of validity were examined in order to make evaluation judgments regarding the validity of the measures. Initial Rasch analysis demonstrated that both ICQ and FMPS have poor rating scale functioning, dimensionality and person fit statistics. Modifications were made to the original scales, including collapsing rating scale categories, deleting misfitting items and misfitting people. Two new measures, ICQ-revised and FMPS-revised, were generated based on the initial results from Rasch analysis. According to the Rasch diagnostic indices, the ICQ-revised and FMPS-revised demonstrated adequate reliability, separation, item and person fit, rating scale functioning, and dimensionality. The cumulative evidence from this study allowed for concluding that measuring gifted students' interpersonal skills and perfectionistic tendencies were desirable using the revised measures. However, further investigations into the theoretical framework of these two constructs among gifted students were still needed to improve the scales to target students with advanced interpersonal skills and higher level of perfectionistic tendencies. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

El artículo presenta una revisión narrativa sobre el tema de alta dotación, talentos y creatividad en la educación primaria. Se revisaron los principales modelo teóricos explicativos del fenómeno de la superdotación estudiantil, desde la perspectiva psicométrica que pone énfasis en las habilidad cognitivas objetivas y el modelo psicosocial que ofrece un enfoque integral. Se hace una revisión y contraste de principales teóricos sobre esta línea de investigación como lo modelos de Renzulli, Gagné, Mönks y Van Boxtel, Gardner, y Sternberg. Se concluye que los enfoque más aceptados actualmente están asociados a la perspectiva de inteligencias múltiples de Gardner y el modelo triárquico de Sternberg con énfasis en inteligencia analítica, creativa y práctica. una comprensión completa de la superdotación, que considere aspectos cognitivos, emocionales y sociales, resultará en prácticas educativas más equitativas y eficaces que permitirán el desarrollo pleno de todos los estudiantes. Se recomienda desarrollar programas de capacitación que capaciten a los docentes y directivos escolares en la identificación y apoyo de estudiantes con altas capacidades, basados en las teorías de inteligencias múltiples de Gardner y el modelo triárquico de Sternberg.

Giftedness is understood as a fundamental concept (paradigm) of modern education. It is proven that a child under the age of 5-6, as a predominantly right-hemisphere human being with a plastic psyche, vast emotional-sensory resources, highly dynamic mental processes, and metabolism, is a multifaceted gifted human being. Giftedness, as an emergent essence (arising, according to a synergetic view of the issue, as a systemic property of the whole), can be "unlocked" and actualized through certain educational/developmental procedures. In this context, it is appropriate to discuss the "basic genius" of each child, which researchers refer to as the "principle of sacredness", inherent in every child enabling them to pursue great goals in life. The realization of this principle largely depends on the structure and content of the socio-pedagogical environment in which the child exists. Accordingly, the "release" of a child's sacred potential (child’s genius potentiality) in adulthood may occur under critical life conditions/situations. It has been determined that giftedness, in some sense, is related to such characteristics as genius, creativity, talent, and others, which can be differentiated in the context of the dichotomy "actual-present" (present situation) – "potential-possible" (prospective). Childhood itself can positively influence an adult person capable of activating this state. In this regard, we refer to the methodology of infantilization as a psychologically positive regression into childhood, which significantly enhances the educational process. It is concluded that developmental-pedagogical impact on the neural structure of the human brain can leave imprints on the genetic structures of an individual, potentially transmitting these effects to future generations through inheritance.

This article presents a new, systems theory of creative giftedness. The system has three major parts: the person, the ecological context in which the person operates, and the creative contributions that the person makes. Creative giftedness thus is seen as an interaction between the person, the ecological context, and the tasks that the individual undertakes within that context. Suggestions are given as to how to develop creative giftedness within this theoretical approach.

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The current study examined the relationship between creative potential, estimated with tests of divergent thinking (DT), and emotional intelligence (EI). Previous research has hinted at a relationship, but the EI–DT relationship may differ as a function of the tasks and the specific components of EI. With this in mind, the present investigation compared two DT tests (Social Games vs. Titles Games) and examined whether or not the Interpersonal and Intrapersonal subscales of EI were more associated with DT than the Adaptability and Stress Management EI subscales. The youth version of the Bar-On Emotional Quotient Inventory (EQ-i: YV) was used to measure EI. The measure of EI and the two DT tests were administered to 244 male and female gifted (N = 125) and nongifted (N = 119) high school students in Saudi Arabia. The first objective was to examine whether the EI–DT relationship differs based on the nature of the task of the two DT tests used in the current study (Social Games vs. Titles Games). The second objective was to test whether the Interpersonal and Intrapersonal subscales of EI are more associated with DT than the Adaptability and Stress Management EI subscales. Canonical correlation analysis showed that the relationship between the Social Games test and EI was stronger than the relationship between the Titles Games test and EI. Two path analyses were run: one for the total sample and the second for the gifted sample. The likelihood ratio test showed that the Social Games test was more associated with EQ-i subscales than the Titles Games test for both samples. As expected, the Inter- and the Intrapersonal subscales of the EQ-i were more highly related to Social Games fluency and originality scores compared with the Stress Management and Adaptability subscales. Limitations and future directions are discussed.

В настоящей статье обсуждаются возможности дополнительного образования детей в Казахстане для более полного раскрытия их потенциала. В работе отражены преимущества и эффекты дополнительного образования детей в индивидуализации образовательной траектории. Рассматриваются и предлагаются способы…

В публикации показаны результаты эмпирического исследования стрессоустойчивости одаренных подростков. Представлена батарея методик для идентификации подростков с общей одаренностью на основе модели Дж. Рензулли; описаны эмпирически факты о стрессоустойчивости одаренных подростков и различиях в стрессоустойчивости у одаренных подростков и подростков, у которых общая одаренность не вывялена.