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This qualitative explanatory case study documented instructional methods used and environmental conditions experienced by standard classroom teachers attempting to integrate instructional technology to support a differentiated curriculum for gifted learners. This research method was chosen as it allows for a teacher's understanding of educating gifted learners in the classroom as well as the effectiveness of curriculum differentiation for the gifted learner through the use of instructional technology. With minimal guidance how to successfully challenge a gifted learner in the regular classroom along with preconceived assumptions about the concept of giftedness, teachers can be overwhelmed when faced with typical gifted learners. Through the perspectives of standard classroom teachers who are attempting to use instructional technology to support the differentiated learning needs of their gifted learners, the study has the potential to support teachers who strive to ensure their gifted learners study something new every day. The study focused on two fourth- through sixth-grade schools using a qualitative explanatory case study through patterns in teacher interviews, teacher observations, and analysis of student technology work. Data sources included in-depth interviews with sixteen tenured teachers at two public fourth- through sixth-grade schools, an analysis of 183 student work samples, and nine classroom observations. Data were analyzed and coded to identify instructional technology practices standard classroom teachers use for curriculum differentiation with gifted learners. Recommendations based on the findings included school system's technology departments support teacher's efforts to appropriately challenge gifted learners through enlisting the help of the developers of sites such as MobyMax or Kahoot, classroom teachers making use of gifted education specialists expertise as well as the specialist monitoring the gifted learners in order to better support the classroom teachers, and effective professional development using teachers who successfully use instructional technology as a differentiation technique for gifted learners as well as ones who establish a cohesive classroom community. Recommendations for future research included similar studies conducted in other districts not only on the same grades but also middle and high school level gifted learners. Additional studies could focus on systems that have limited amount of technology as compared to those who have a one-to-one technology program. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation focuses on the topic of creativity and emotional regulation in gifted children. While there is a great amount of research available on the subject of giftedness, there is limited literature available on individuals who are creatively gifted and how they process emotions. Additionally, there is a significant gap in the literature that addresses the need for teaching specific emotional regulation skills to gifted children. This doctoral thesis includes a critical review of the literature examining the identification of creatively gifted individuals, theories of emotional regulation techniques and common therapies utilized to help with the regulation of emotional and affective states. Additionally, this study includes information gained from interviews with field consultants who work with gifted children and have considerable expertise in this area. Both the findings of the literature review and the information gained from those interviews was incorporated into the creation of a children's book -- Henri's Great Adventure -- the purpose of which is to teach emotional regulation techniques to gifted children. A sample of the product is included in this document as well as a summary of the feedback given on both the topic and the product from individuals in the field. Additional suggestions are given for further research as well as a discussion of the study's limitations and implications. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Giftedness is typically defined as above-average ability, task commitment, and creativity (Renzulli, 2012). However, this definition is socially constructed and leans on the literacy practices of the dominant culture. Understanding various contributors and barriers to giftedness (Suboknik, Olszewski-Kubilis, & Worrell, 2012) can help identified students interrogate their own assumptions about their positions in the school system as well as those of teachers and peers. Since the gifted support classroom is relatively immune from the curricular pressures of the regular education classroom, it provides an ideal context for students to use various literacy practices to reflect on the complex dynamics of the public school system including the ways in which dominant literacies are valued over others generally and in regards to giftedness identification and services. This practitioner-research study followed six gifted fifth-grade readers through a four-month long weekly Book Club as they used literacy and dialogue to reflect on, construct, and critically consider their academic identities. An inductive approach was used to generatively code responses and analyze the data. Using literature and informational text, the work supported students in using a critical lens to articulate their academic identities, consciously contemplate the expectations placed upon them in the school setting, and consider the implications of their positioning in that context. They engaged in social practices that aided in and demonstrated comprehension and agency, resulting in their re-conceptualizing the notion of giftedness. In addition, participants viewed giftedness through the perspective of culture, ethnicity, and language. Students' transaction with and dialogue surrounding various text types served as a way to challenge the socially constructed notions of giftedness and the structures that support such definitions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Research has established that motivation is an important factor of student achievement. Many researchers in the field of gifted education consider motivation to be a crucial component of giftedness, yet the literature base for motivation and math talent development within gifted populations is scarce. This descriptive study used a within-group design to measure the math motivation, math achievement, and goal orientation of high-ability 5 th grade math students to elucidate the relationships among motivation, achievement, goal orientation, and gender. Findings indicated that math achievement, math motivation, and goal orientation were similar for both genders; students had high math achievement yet low math motivation; and a high number of students had a performance goal orientation. Ideas for future math motivation research for the gifted are shared. Keywords: gifted math students, math achievement, math motivation, goal orientation (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The present study investigated whether the experience of existential anxiety influenced depression in the presence of authenticity and whether the experience was the same for identified gifted and non-identified gifted college students. The exploratory study sought to examine these relationships in the context of emerging adulthood among a sample of 207 college students between the ages of 18 and 24 years, from a mid-sized urban university in the southern United States. Results indicated that influences of existential anxiety and authenticity on depression were not significantly different for students identified as gifted compared with the non-identified gifted. In addition, constructs associated with giftedness (overexcitability and grades) added to the influences of existential anxiety and authenticity on depression. For this sample, anxiety associated with emptiness/meaninglessness and guilt/condemnation was found to have significant associations with depression. Findings suggest that a more profound understanding of the interaction of giftedness and depression is needed and that clinical services to gifted students may need to be tailored to account for their emotional and cognitive complexities and other psychological hypersensitivities. Also, the role of authenticity as a buffer against depression should be considered in both in therapeutic interventions with students and in general, with interpersonal relationships. Finally, existential anxiety is established as being an integral part of the experience of depression. More empirical research into the relationship between existential anxiety, authenticity and depression is needed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Advanced Placement (AP) is a College Board program that offers a college-level curriculum to high school students. AP has expanded dramatically in recent years, and with noted program benefits accruing to successful participants, the issue of equity has become a concern. When identified early, students who have potential to be successful in AP courses could obtain the preparation necessary to excel academically in courses that have an impact on college admissions and outcomes. The purpose of this correlational study was to determine if a relationship exists between 6th grade CogAT composite, verbal, and quantitative battery scores and 12th grade AP English Literature and 12th grade AP Calculus exam pass-fail scores. The setting for the study was a rural northeast Georgia school district. Utilizing archived data, a special kind of Pearson correlation, a point biserial correlation, and a logistics regression analysis were conducted. All null hypotheses were rejected indicating that a statistically significant positive relationship exists between 6th grade CogAT composite, verbal, and quantitative battery scores and 12th grade AP English Literature and 12th grade AP Calculus exam scores. Moreover, the relationship is a predictive one. Based on study results, more informed curriculum decisions could be made for students beginning in the middle school years. Recommendations for further study include consideration of additional variables that might influence AP exam success such as gender, socioeconomic factors, giftedness, and motivation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Few studies directly examine the relationship between giftedness and peer victimization. Despite the limited available data, there is an abundance of prescriptive advice addressing the unique challenges for gifted students. Such advice derives from research on the psychosocial characteristics of gifted youth (at best) or outdated misperceptions of gifted youth as inherently vulnerable (at worst). The purpose of this dissertation was to elucidate the giftedness-victimization link by utilizing measurement and sampling that improve upon research to date. The first goal was to assess victimization frequency of gifted youth and make comparisons to similar non-gifted peers. The second goal was to examine whether victimization was more strongly tied to self-worth, anxiety, and depression for gifted youth compared to their non-gifted peers. At the outset of the study, it was hypothesized that no discernible differences would emerge between gifted and non-gifted students. Data for this dissertation were collected as part of the UCLA Middle School Diversity Project, a multisite longitudinal study of California middle school students from diverse ethnic and socioeconomic backgrounds ( N = 6,058). The analytical sample in the current study consisted of 2,888 students in Grade 6, 50% of whom had been identified for gifted and talented education (GATE) programs. The other 50% consisted of non-GATE students matched on potential covariates using propensity score analysis. Data were collected using surveys in which students reported their experiences with victimization, their self-perceptions, and symptoms of anxiety and depression. Contrary to the stated hypotheses, the results indicated that gifted students were victimized significantly less than non-gifted peers for almost every form of victimization. The exception was physical victimization, and several potential interpretations are offered. Analyses examining the impact of victimization were mixed. Victimization was more strongly linked to depressive symptoms for gifted students (b = .049), but significant differences did not emerge on measures of self-worth or anxiety. Although the need for future research is clear, these findings represent a meaningful expansion of knowledge in this area and help to refute simplistic characterizations of gifted youth. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study examined the exchangeability of IQs from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored by one set of primary examiners and later scored by a secondary examiner. For each student, 6 IQs were calculated and submitted to a Generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only .80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner-by-examinee interaction, the examiner-by-test interaction, and the test contributed little to IQ variability, the component representing the test-by-examinee interaction contributed about one-third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness. Keywords: intellectual giftedness, IQ, Generalizability theory, dependability coefficients (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This dissertation study explores the experiences of incarcerated youth, specifically the relationships between dis/ability (Baglieri& Knopf, 2004), giftedness, and incarceration in the lives of these young people. The extant literature rarely addresses these relationships through the voices of young people who have experienced incarceration first-hand; furthermore, the research pathologizes incarcerated youth and removes the challenges they encounter from their systemically oppressive contexts. This research places the unique experiences of the participants in the larger conversations of deficit-thinking, racism, ecological systems and theories of critical praxis---specifically, through the lenses of Dis/ability Studies in Education and Critical Race Theory. As a qualitative research study, this dissertation includes the stories and experiences of three formerly-incarcerated individuals who were held in adult correctional facilities as adolescents, as well as a non-profit leader who is deeply involved in prison abolition and movements that work to improve the lives of inmates. The focus on qualitative methodology and methods works to broaden conversations on juvenile justice and include perspectives on competence, youth's strengths, and resistance to deficit-oriented research. This dissertation argues that we must challenge deficit-oriented models to develop the best pedagogical practices for exceptional students and useful methods for disrupting oppressive systems within educational spaces. Through the centering of participant voices, this study provides implications for understanding dis/ability and the giftedness of young people in exceptional learning environments, the need for close attention to the final stages of the school-to-prison pipeline, and the development of new theories of understanding. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The key to success or failure of opportunities for gifted students is affected by what a school district provides, how it views giftedness, and how it supports academic flexibility and individualized or differentiated learning. Gifted programs are selected by administrative decision makers based upon their knowledge and understanding of the foundational theories in the field of gifted education. The implementation of policies and provisions for gifted education vary from state to state and often district to district. A commonality often reported is of the negative attitudes towards giftedness and gifted education by staff, faculty, and administrators. Many of the policy decisions in gifted education by administrators, although guided by theory, are influenced by personal experiences, myths, and stereotypes. A review of literature reveals a chronicled legacy of myths and misconceptions providing conflicting concepts of giftedness, gifted education, and educational programs. The effect of these perceptions may directly skew an administrator's ability to make unbiased informed decisions in relationship to this diverse population of gifted learners. The purpose of this study was to investigate Minnesota public school superintendents' attitudes toward gifted students and gifted education, and what factors affect these attitudes. This study utilized the McCoach and Siegle's revised edition of Gagne and Nadeau's survey, Opinions About the Gifted and Their Education. The survey is divided into three subcategories for analysis: support, elitism, and acceleration. Also included are sections on self-perception as gifted and demographic information. Survey data were analyzed using descriptive statistics. This exploratory study sampled 119 of 336 Minnesota superintendents in regards to gifted education. Results show mild to moderate support for funding, with women superintendents perceiving themselves as gifted more than male superintendents and showing greater support for gifted education. Among the predictor variables, superintendents who had education or training in gifted education were more supportive toward giftedness and gifted education, less negative about gifted education as being elitist, and more positive toward acceleration of gifted students. With gifted programming relying on the discretion of local administrators and implementation of programs falling on the school faculty, it is important that these stakeholders have a working knowledge of gifted student development and gifted education. Therefore, further research might explore these attitudes in teacher education and administrator training programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This quasi-experiment using a pretest-posttest with control group design investigated the effects of providing immediate feedback using an electronic student response system (SRS) to 53 math students enrolled in an accelerated precalculus course during the fall semester of 2014. The students in the experiment group (n = 25) went through a continuous, rigorous, and consistent intervention of receiving immediate feedback for their responses during regular classroom activities and formative assessments using SRS, while the students in the control group (n = 28) were not provided immediate feedback using student response system. The results of the pretest indicated that both groups had statistically significant similar entry-level math skills. The analysis of other covariates in this study, namely giftedness, gender, and economic status of the participating students, were also found to be significantly homogenous. Following an 18-week intervention, after the data were found to meet all the assumptions, an analysis of covariance (ANCOVA) was conducted that revealed a statistically significant difference in the math achievement of students who received immediate feedback using SRS with a medium effect size (n2 ...11). Even though the results proved acceptable, various limitations might have incurred in this study. Therefore, recommendations included further research on the effects of providing immediate feedback with varied samples, longer intervention period, and improved technological devices to provide guidelines for informed decision making regarding the use of SRS as an immediate feedback tool. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Organizational fit is defined as the congruence of values between people and organizations. This study examines the relationship between self-concept and organizational fit in gifted adults and the moderating effects of social support and work tenure. Utilizing a mixed methods research design, 322 gifted adults were surveyed to determine the impact of self-concept on organizational fit. Participants were provided with a survey instrument to examine self-concept, organizational fit, social support, and work tenure. A large subset of the participant base responded to two qualitative questions in which they provided additional context about the role that giftedness has played in their work experiences and what improvements their organizations can make to improve their current work experience. The research intent was to determine the relationship between self-concept and organizational fit to advance the study of giftedness across the life span and inform organizations about the needs of the gifted adult demographic in the workforce. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The concept of giftedness has evolved significantly from its early conceptualization as a single score on an intelligence test to modern conceptualizations that reflect multiple, distinct areas in which giftedness may be demonstrated. Although Dr. Marland's landmark 1972 report proposed additional areas in which an individual may be characterized as gifted, currently there is no consensus on a uniform definition of giftedness. Many educators and psychologists have proffered their interpretation of giftedness, but school psychologists, the educational professionals who often conduct evaluations to determine eligibility for gifted services, historically have had little input into this debate. This study utilized three vignettes to examine how school psychologists perceived giftedness. The first vignette reflected an individual with an IQ score of 130 and a strong academic profile while the second vignette reflected an individual whose IQ score was slightly lower than 130 and also had a strong academic profile. The final vignette described an individual with strong artistic skills but did not meet the traditional benchmark of an IQ score of 130 or higher. Participants also answered a variety of demographic questions about themselves and their place of employment. Data analyses suggested that school psychologists overwhelmingly associate giftedness with an IQ score near or above 130. Conversely, only 33% of participants identified the individual with strong artistic skills as gifted. Participants from Ohio, a state with a well-defined and inclusive definition of giftedness, were more likely to identify the artistic individual as gifted, suggesting that state definitions of giftedness influence school psychologists' perceptions of giftedness. Although the results of this study are tempered by both the low return rate on the survey and the small size of the sample, they suggest that school psychologists support a more traditional conceptualization of giftedness. Additional research is recommended to confirm the results of this study and to further explore specific characteristics that school psychologists believe reflect giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Twice-exceptionality is the phenomenon of a student with one or more disabilities who is also gifted and talented. Identification of twice-exceptionality is difficult and only recently has there been a greater awareness of the needs of twice-exceptional students. There is empirical research about twice-exceptionality but little research exists on how twice-exceptional individuals perceive and attribute meaning to their lived experiences. The purpose of this qualitative case study was to explore the experiences of one university student identified as gifted and learning disabled to understand how personal experiences influenced his identity development, his perspectives on teaching and education, and, ultimately, his career choice. Five themes emerged from the data analysis: (a) psychosocial challenges, (b) delayed identification, (c) masking effect and school achievement, (d) the importance of support, and (e) motivation for career choice. Individuals with twice-exceptionality often face unique psychosocial challenges including social isolation, low self-esteem, and feelings of worthlessness. Identification and support are often delayed for these individuals as their disability can mask their giftedness and vice versa; each condition affects their school achievement. These challenges affected the study participant; his personal and academic experiences illustrated the impact identification and support had on his education as well as his future goal of becoming a teacher. A key motivating factor for his career choice was to address the needs of future students with twice exceptionality. Findings of this study suggested an interrelationship among the five themes and stressed the critical importance of identifying and supporting students who have unique learning needs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to detect Turkish pre-service elementary school teachers' perceptions of giftedness and factors affecting their referral decisions through eleven profiles (scenarios) originally created by five experts in the field of gifted education and semi-structured interview questions created for this study. The original profiles were translated from English to Turkish and adapted to be more relevant to Turkish culture. These profiles were named as Student Profiles Survey in this study. The profiles were varied based on characteristics embedded in each profile and I was able to create eight versions (pile) of the Student Profiles Survey. Profiles in each version (pile) of Student Profiles Survey differed from each other based on the characteristics embedded in each profile. Participants of the study were Turkish pre-service elementary school teachers who were attending two colleges of Education at Gaziantep University, namely Gaziantep College of Education and Nizip College of Education. A total of 204 Turkish pre-service elementary school teachers participated in the study and filled out the different versions of Student Profiles Survey. Approximately 25 pre-service teachers filled out each version of Student Profiles Survey. In addition, 16 of the pre-service teachers were asked for a follow-up interview. The convergent parallel mixed-methods design was used to shed light on the research questions. The findings from quantitative and qualitative analyses were combined to support each other and to better investigate Turkish pre-service elementary school teachers' perceptions of giftedness and factors affecting their referral decisions. The results of this study indicated that Profile 11 was the most appropriate and Profile 4 was the least appropriate profile for Turkish pre-service elementary school teachers' perceptions of giftedness. Turkish pre-service elementary school teachers explained their reasons for including the students in the profiles to gifted education programs mostly based on the personal, academic, and social characteristics of the students embedded in the profiles but they did not often referred students' characteristics when they were explaining their reasons for exclusion. Rather than explaining their reasons based on characteristics of the students, Turkish pre-service teachers increased their expectations and created excuses to underestimate the potentials of the students in the profiles when they were asked to explain their reasons for exclusion. The results of factorial ANOVAs indicated that Turkish pre-service elementary school teachers' referral decisions were influenced by the following factors: Students' and pre-service teachers' gender, students' ability areas, personality traits of the students, words describing the student, and students' length of passion. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high school students. The study was conducted with 12 traditional-aged, gifted college freshmen enrolled in high-ACT and honors sections of an extended orientation course at a small, private, Midwestern university. Data were collected through journal entries, intensive individual interviews, and focus groups conducted throughout students' first semester. The data were analyzed through a process of initial line-by-line coding, focused coding, and axial coding. A paradigm model was developed from students' descriptions of their experiences in transition. The results of the study indicate that students' academic experiences in high school directly affect the development of their academic self-concept, as well as the nature of their transition and the academic and social coping behaviors they develop. Students reported lack of challenge in high school, which for many resulted in delayed development of the requisite academic skills for successful transition to college academics. In addition, students described feeling fearful and confused as they encountered academic challenge. Furthermore, the students explained the stigma of being an honors student, as well as the unrealistic expectations they often experienced from their family and peers. Contrary to the persistent myth that gifted students will be fine on their own, this study illustrates the challenges students who experienced academic achievement in high school with little to no academic effort face when confronted with the challenge of college coursework. The constructed theory could be used for future research regarding how gifted students experience transition, effective educational environments for gifted high school students, and the effectiveness of various types of programming on their transition to college. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This critical race case study sought to examine the influence of an early talent development program on teacher perceptions of giftedness among culturally and linguistically diverse students in Anne Arundel County Public Schools, MD. The central research question investigated was how the Maryland State Department of Education Primary Talent Program (2009) influenced teacher perceptions of giftedness in culturally and linguistically diverse students. Data was analyzed using categorical aggregation to establish themes and patterns among the participants' responses. Findings revealed the challenges participants experienced with assimilating the program goals of the early talent development program and identifying the characteristics of giftedness among culturally and linguistically diverse students. The findings lead to four conclusions: teacher expectations of students were transformed as a result of observing for student potential; teachers perceived talent as latent versus developing; ongoing and differentiated professional development was vital for teacher assimilation of the Maryland State Department of Education Primary Talent Program (2009) goals; and implicit bias was found to be a contributing factor to deficit thinking which lowered teacher expectations of culturally and linguistically diverse students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

For decades, education has struggled with the underrepresentation of sociologically diverse students in gifted education. Despite continued development of promising new strategies to enhance programming and alleviate the underrepresentation of sociologically diverse students, only limited progress has been made toward relieving these concerns. A review of the literature on underrepresentation in gifted education reveals information necessary to better understand giftedness, to understand the underlying issues with recruitment and retention in sociologically diverse gifted programs, and to understand the role of the administrator in gifted education. Past research affirms the role of the administrator in the management of special education programs and mentions the barriers to the maintenance of sociologically diverse gifted and talented programs but research examining the perceptions and experiences of administrators is limited. Literature continues to offer recruitment and retention strategies to alleviate limited retention and recruitment of sociologically diverse students in programs for the gifted; however, it continues to overlook the key role of the administrator in the implementation of the solutions and the many barriers they face. In order to fill the gaps in the research, this qualitative research study was conducted using a phenomenology approach with transcendental methodology utilizing one-on one interviews. The study focused on an exploration of administrator perceptions of the barriers associated with implementing and maintaining sociologically diverse gifted programs, and the discovery of why so many promising solutions to underrepresentation are available but sociologically diverse students continue to be poorly served in gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The first of the following manuscripts addresses the experiences of a group of gifted middle school students as they engaged in community action projects that provided them opportunity to become activists in their school, neighborhood, and larger community. This study pays special attention to participants' self-concepts as measured by the Harter Self-Perception Profile for Children (2012) and through participant interviews. The study finds evidence of students' co-cognitive components of giftedness when themes of courage, sensitivity to human concerns, and sense of destiny are applied. Main themes from Harter's scale are also applied, and participant interviews reveal evidence of academic and social competence. While the data do not support statistically significant change in students' self-concepts, specific domains of self-concept see larger increases than others, and participant interviews reveal the students' perceptions of the particular ways they grew through the process of becoming activists. The second manuscript examines qualitative data collected as students engaged in their community action projects but places special focus on the experiences of the female participants and the ways that their self-concepts were influenced by their experiences. This study develops four main themes through an inductive approach to data analysis: academic experiences, affective self, self-concept, and barriers to self-concept growth. A feminist lens was applied during data analysis. The unique female perspective of this study's participants is particularly important to this study. Participants shared their perceptions of their gendered experiences in schools and explored their experiences operating as community activists. The final manuscript features three female participants from the greater study. The participants were selected for further study because of their insightful reflections, demonstrated growth, and interest in continuing their activist work in the future. Interview data reveal that the participants viewed their successes as activists as informative to their development and as powerful learning experiences. However, they described having to overcome much disappointment in adults, the institutions within which they were operating, and society in general. The first main theme, disappointment, seems to be addressed by additional main themes: personal growth, determination, passion, and motivation. Connections can also be made to co-cognitive components of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to conduct quantitative non-experimental research to examine the perceived cognitive and motivational characteristics in math problem solving of high school students across gender in China. Participants of the study have been identified as academically gifted, creatively talented, and non-gifted in mathematics. Specifically, the study examined main and interaction effects of the type of giftedness and gender in students' perceived ability, effort expenditure, value, and self-efficacy in math problem solving situations. In addition, the study investigated predictive relationship between students' cognitive and motivational characteristics and math creativity, and the effects of family processes on math creativity. Descriptive statistics, multivariate analyses of variance (MANOVA), univariate analyses of variance (ANOVA), and Multiple Regressions Analyses were conducted to answer the research questions. The group and gender main effects were statistically significant in the multivariate analyses. Male students reported higher math ability scores than female students in the creatively talented group. The ANOVA indicated that group-gender interaction effect was found only in the math effort. Tests of simple effects for gender on math effort indicated female students put more math effort than male students in creatively talented group. Tests of simple effects for the group indicated that male students in academically gifted group had a higher mean effort score compared to male students in creatively talented group. Furthermore, the results of two-way ANOVA revealed statistically significant differences in students' math creativity among the three groups and across gender. Non-gifted students demonstrated lower scores on the math creative problem solving ability performance than the other two groups. Male students had a higher score than female students in math creativity. Finally, the multiple regression analysis for the math cognitive and motivational characteristics indicated the statistically significant contribution of students' math ability to students' math creativity, while the results of multiple regression analysis of family processes indicated that only parental support contributed to student's math creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)