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The level and profile of academic achievements affect students’ development in education and beyond. However, the utility of profile interpretation is a matter of debate and there is limited knowledge on the development of academic profiles. Conversely, for research of cognitive ability profiles, specifically differentiation processes, theories and statistical tools have already been developed. Taking advantage of the conceptual and theoretical framework as well as the methodological toolbox of differentiation research, we carried out two studies on academic profile formation. The academic achievement of Luxembourgish Students in German, French, and Math was assessed with standardized tests in both studies. Study 1 examined differentiation of academic achievement with longitudinal data of 1,848 students tested in Grades 5 and 7 ( M ageT1 = 10.62, SD ageT1 = 0.66). We found more balanced academic profiles with increasing achievement level, more balanced profiles with increasing grade level, and a stronger grade level effect for higher achieving students. Study 2 analyzed cross-sectional data from 5,235 Grade 9 students ( M age = 14.97, SD age = 1.04) who attended either an academic track or a vocational track to examine the effect of different educational contexts on differentiation. There were no substantial differences between the tracks regarding profile differentiation. The results overall indicate that academic profiles become more even over time, especially in high-achieving students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Impact statementThis study finds that high-achieving students in Luxembourg scored more similarly on academic tests in different domains than low-achieving students, who had more pronounced strengths and weaknesses. Students in higher grades also scored more similarly than students in lower grades. This finding suggests that for older and higher-achieving students, the focus in school may be more on high performance in all domains than on exceptional performance in one specific domain. This is conducive to high grade point average, but may be problematic for domain-specific talent development, which requires specialization and a focus on individual strengths. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The article examines the results of a study of the resilience of teachers, students, and their parents 2 months after the start of a full-scale war in Ukraine. The total number of respondents who took part in the study is 14,556. There are employees of educational institutions (29%), students (22.41%), and parents (48.22%) from all regions of Ukraine among them. A reduced level of resilience of adult research participants (teachers, parents) and higher resilience of young people were revealed. The relationship between resilience and place of residence, forced resettlement, subjective assessment of one’s own security, involvement in various forms of education (teaching), as well as gender and age differences in resilience is presented. The results can become the basis for policy development regarding the system of support for teachers, students, and their parents in conditions of traumatic effects. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Impact statementThe results of the study of the personal experience of living in war, the level of resilience of the participants of the educational process in the conditions of full-scale military operations are presented. It is shown how all participants in the educational process cope with the traumatic challenges of war, and practical ways of help are outlined. Despite the limitations, the results of the study indicate the risks of students’ development: The war has left a significant impact on the psychoemotional state, they often experience anxiety and worry, are often not sure of their own safety, demonstrate a reduced level of resilience, which affects the educational process. The results of this study emphasize the importance of developing resilience in teachers and parents—so that they can become a support for their students and children. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

There is a lack of research on students’ conceptions of giftedness and intelligence, despite recognition of their influence on real-life factors such as achievement and motivation. This paper presents a cross-sectional mixed methods study that investigated Finnish students’ (age 6–16 years; N = 1282) implicit conceptions of giftedness and intelligence and the mindsets underlying such conceptions. More particularly, the study aimed to investigate how giftedness and intelligence are constructed and understood in the minds of students and how students’ mindsets are actualized in their descriptions of giftedness and intelligence. The results indicated that, from very early on, students differentiate between the two concepts. Giftedness and intelligence were both seen as malleable, but views on giftedness were more fixed than were conceptions of intelligence. Both age- and school-related differences were found in students’ conceptions. Furthermore, the study demonstrated differences in conceptions of giftedness and intelligence between growth- and fixed-mindset students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Reports an error in "Mental Disorders Among Gifted and Nongifted Youth: A Selected Review of The Epidemiologic Literature" by L. T. Martin, R. M. Burns and M. Schonlau ( Gifted Child Quarterly, 2010[Jan], Vol 54[1], 31-41). In the original article, an error impacting the results of the analysis occurred when the authors inadvertently flipped the interpretation of anxiety scores in the Tong and Yewchuk (1996) study. Upon reanalysis with the corrected number, the effect was not significant at the 5% significance level, but there is evidence of an effect at the 10% significance level. Rather than dichotomizing the interpretation based on p < .05, some prefer reporting the “degree of evidence”: there was weak evidence (.05 < p < .10) of a difference in anxiety between gifted and non-gifted students in this meta-analysis. The corrected Figure 2 based on this statement (using a 90% CI) is present in the erratum. (The following abstract of the original article appeared in record 2009-24270-003). Given the ongoing debate over whether giftedness is associated with mental health disorders, there is a great need to highlight and compare results from the most methodologically rigorous studies. Surprisingly, the vast majority of literature reviews and background sections of research articles include studies that do not directly compare gifted and nongifted youth. Furthermore, almost no attention has been paid to how differences in the definitions of giftedness or mental health outcomes of interest affect the interpretation and comparison of studies. The authors apply an epidemiologic perspective for thinking about these issues, highlight many of the challenges of studying this population, and present results from meta-analyses that include the most methodologically rigorous studies comparing rates of depression, bipolar disorder, anxiety, suicide ideation, and attention deficit hyperactivity disorder (ADHD) between gifted and nongifted youth. They conclude with recommendations to strengthen research in this area. Putting the research to use: Through this review we sought to provide concrete recommendations to strengthen future research on the mental health of gifted children. Most notably, future studies should assess large, population-based cohorts that include both gifted and nongifted individuals. Researchers should also move toward describing their study population according to their specific aptitudes, talents, skills or abilities, rather than using the general term ‘gifted’. Thinking more specifically about these relationships will not only help us to understand the association between giftedness and mental health, but will also increase the potential to effectively shape programs and policies for gifted youth, focusing resources on the most vulnerable. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

In two pre-registered studies we investigated the cognitive context of gratitude to God (GTG) and fading positive affect of grateful memories. Although gratitude has been shown to causally impact happiness, few studies have investigated how the nature of the benefactor might affect experienced gratitude. Participants first recalled a positive event, a human-caused benefit, or a God-caused benefit. After recall they reported their current momentary emotions, recalled past emotions from the time of the event and emotion appraisals. Grateful memories showed less fading positive affect over time compared to other positive memories. Appraisals of value and altruism predicted both GTG and gratitude to humans (GTH). Positive spiritual appraisals (e.g. positive interpretations about one’s relationship with God, the sacred giftedness of the event) were uniquely associated with GTG. When it comes to felt gratitude, the nature of the benefactor does matter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Achieving creativity in the real-world depends on multiple individual and environmental factors. Among them, divergent thinking (DT) has long been considered a key ingredient of creativity and an essential criterion for predicting real-life creative outcomes. However, the link between DT and creative achievement (CA) has yielded heterogeneous results, as outlined by a prior meta-analysis on the DT–CA link published in 2008. Given several limitations of this meta-analysis and the large body of relevant studies that have been published since then, the present article aimed to offer an updated and methodologically rigorous meta-analytical examination of the DT–CA link. A total of 766 effect sizes from 70 studies encompassing 14,901 subjects were analyzed using a meta-analytic three-level model. The results showed that DT was positively, albeit weakly, linked to CA, with only 3% of shared variance. Moderator analyses indicated that this link was robust to variations in DT and CA measures used, gender, educational level, measurement interval between DT and CA, and country of study, but differed by DT task modality, CA domain, and intellectual giftedness. Specifically, the strength of the DT–CA link was significantly larger for (a) verbal DT tasks, (b) CA in the performance domain, and (c) gifted subjects. A significant interaction effect was also found between CA domain and intellectual giftedness, with the DT–CA link being strongest among gifted subjects in the performance domain. Implications of these results for the study and measurement of creativity are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Although recognising multiple creativities as an interdisciplinary and contemporary approach to creativity represents the basic opportunity for future change, the assessment of children’s musical creativity is a problematic and insufficiently explored area. The paper discusses the problem of encouraging and assessing the creative musical potential of preschool children using the adopted Measures of Creativity in Sound and Music—MCSM. Considering the inappropriateness of assessing children’s creative musical potential with numerical indicators, the research was focused on the method of participatory observation of fluency and imagination in making sounds and music. The research included 25 children aged 5–6 years in a preschool setting within an ethnographic practice-based methodology. The reactions of children to activities were varied but each child reacted to some of the conducted activities. In addition to the confirmed giftedness of one girl, the musical potential and musical giftedness of one boy were discovered, which was further confirmed by the state of flow during the activities. It was concluded that well-designed and stimulating musical activities can encourage children’s musical creativity and contribute to the recognition of their musical potential and giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

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…