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In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is to address this research gap by examining students’ climate competencies. A total of 1703 students from five Finnish high schools (grades 10–12) participated in this study. Using a questionnaire, students’ climate change knowledge, values, willingness to take action, sense of responsibility, environmental concern, and perceptions on how climate change issues are dealt with in school were examined. Four of the schools were general education high schools, while one was for students formally identified as gifted students. The findings indicate that academically gifted students in both general education schools and the gifted school show more climate competencies than average-ability students. Furthermore, gifted students that attended the school for gifted students show more climate competencies than the gifted students from general education schools. Based on the findings, the paper discusses how the development of transformational giftedness can be better supported in education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

There are powerful, hidden contextual influences that strengthen, weaken, or distort the discovery of aspirations and the development of talents in gifted individuals. These influences can be hidden from gifted individuals and their teachers and mentors because they are not sufficiently addressed in the gifted education research literature. This analysis highlights and describes examples of contextual influences that emerge from phenomena studied by scholars in a wide variety of fields. After these examples are presented and clarified, recommendations for educators and scholars of the gifted are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance. The talent development framework acknowledges the contributions of both general cognitive ability and domain-specific abilities to achievement, as well as the malleability of these ability constructs. Talent development is also consistent with research on the contributions of non-cognitive or psychosocial factors to school achievement, as well as studies on factors that influence the attainment of scholarly productivity and artistry within specific domains of non-academic talent. Although there are several theoretical frameworks and models of giftedness, talent development, ability, and intelligence, each with varied areas of emphasis and desired outcomes, the research base and practical applications for the talent development megamodel (TDMM) can serve as a guide to leaders and school administrators in making fiscal and programmatic decisions that maximize short- and long-term impacts for individuals and society. In this article, we discuss some of the practical implications of the model for assessment, curriculum and instruction, and psychosocial development within a school context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The present study aimed to determine whether exceptional items in human figure drawings (HFDs) can serve the identification process of talents and (educational) needs of children with high intellectual abilities. Participants were 152 children aged 4 to 6 years at the time of drawing. After 2 years, 85 had received regular curriculum (the typically developing group) and 67 had received enriched curriculum (the potentially gifted group). Analyses of item categories suggested that HFDs can serve as a screener for giftedness for 4- and 5-year-olds, but not for 6-year-olds. For 4- and 5-year-olds, the presence of items that indicated what is drawn or indicated deliberate abnormalities in shape and size predicted the likelihood of being in the potentially gifted group. No such predictive relation was found for items that indicated how good drawings look. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The purpose of this article is to review the Fuzzy Conception of Giftedness (FCG) and discuss its implications for the identification and education of gifted students. According to the Fuzzy Conception of Giftedness, the manifestation of giftedness results from the interplay between personal dispositions and stimulus conditions; thus, giftedness exists in the interaction between a person and the environment (e.g., stimulus conditions). While a person is disposed to carry out actions, the environment is potent to allow these actions. In line with this proposition, the identification and education of gifted students should be built on interactions. Interactive models are useful to identify and educate students who have overachievement potential. The FCG proposes three components to define giftedness that could be used in identifying and educating gifted students: intellective and non-intellective dispositions, stimulus conditions, and interaction. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This article reviews the implications of many of the major schools in the history of psychology for understanding giftedness and its inner workings: operationist, psychometric, psychoanalytic, associationist, behaviorist, Gestalt, cognitive, humanistic/positive psychology, functionalist/pragmatic/constructivist, cultural, and biological. Each paradigm has elucidated different aspects of human nature and functioning, and each has somewhat different implications for how we can understand giftedness. No one paradigm can provide complete understanding of giftedness. Rather, the paradigms should be viewed as different windows toward understanding giftedness, all of which together tell us much more than any individual one. It is regrettable that so many theorists and practitioners have locked themselves into an operationist paradigm, which simply accepts current measurement operations as sufficient for identifying and developing giftedness. The operationist paradigm is wholly insufficient to meet the challenges of the world of the 21st century. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The aim of the paper was to study the intellectual profile of 94 gifted elders aged 60–90 years old with an IQ equal to or higher than 130 on at least one of the four primary indexes of the Wechsler Adult Intelligence Scale – Fourth Edition. Their performances in the 15 subtests, in the Full Scale Intelligence Quotient, in the primary, supplementary and Cattell-Horn-Carroll theory Indexes, were analyzed. This group exhibited a significantly higher level of performance in all subtests and indexes than the control group matched for gender, age, and education. The differences between the two groups appear higher for the Matrix reasoning and Visual puzzle subtests. Additionally, in the gifted group the strengths seem to be represented more by Processing Speed and Perceptual Reasoning Indexes, in the control group are Comprehension Verbal and Working Memory Indexes. Moreover, gifted elders showed lower discrepancies across intellectual domains. These data provide evidence that, as the difference between the gifted group and the control group revealed in the present study is more due to processing speed, this dimension, which normaly is most affected by aging, on the contrary, is maintained/increased as a strength in the gifted elderly group. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

In Australia, gifted or talented students are defined according to the widely accepted model proposed by Gagné, where giftedness is understood as potential, and talent is shown through competencies (or achievements); in this definition there is a clear differentiation between the two constructs. Most Australian education jurisdictions espouse Gagné’s definitions and use a variety of mechanisms for identifying gifted and talented students—a commonly used identification practice is the results from the Australian National Assessment Program–Literacy and Numeracy (NAPLAN) test. This article sets out to explore the fallacy of using the NAPLAN results to identify giftedness in high-potential (gifted) students in Australia, outlining key reasons why the NAPLAN is unsuitable as an identification instrument for giftedness. Moreover, it explores the erroneous use of the NAPLAN as an identification tool for giftedness when it was never designed, validated, or intended as such an instrument. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The purpose of this study is to analyze the relations between social competence and mental well-being through perceptions of giftedness in gifted and general students. Data are collected from 359 gifted and general South Korean students (M age = 13.54) and analyzed by structural equation modeling. The results reveal that, first, gifted students perceive higher giftedness, social competence, and mental well-being than general students. Second, the perceived giftedness level of general students has a statistically significant partial positive mediated effect on mental well-being related to social competence. The interactive effect of social competence and perceived academic achievement on mental well-being decreases as gifted students perceive higher academic achievement. This research will facilitate the precise understanding and nurturing of gifted students under the national law and assist in constructing giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Transition from primary to secondary school is an often challenging milestone in the lives of all students. Although existing research provides insight into transition for students with autism spectrum disorder (ASD), research that considers transition from the perspective of students with ASD and concomitant intellectual giftedness (IG) appears scant. This paper contributes to narrowing this gap by providing insight into the experiences of 21 students with ASD and concomitant IG who had already transitioned to secondary school. Data gathered from focus group discussions revealed that this particular cohort of students experienced difficulties in gaining social acceptance by same-age peers and were unequipped to meet the expectations of secondary school teachers and an increased workload, which intensified their transition experience. These findings highlight that this cohort of students requires specific preparation and support to transition to secondary school, which was not occurring. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Hybrid homeschooling is still in its initial phase in the Iranian education system and is still a mystery to many educators and parents. This study aimed to explore the reasons for choosing the homeschooling approach for gifted students using a grounded theory method. The sample of this qualitative study included 15 parents of gifted children and 10 specialists in giftedness recruited through purposive sampling. Factors influencing the homeschooling approach were collected through semi-structured interviews with professionals and parents and analyzed by the coding method based on grounded theory (Strauss & Corbin, 1997). The data analysis revealed 143 open codes, 12 axial codes, and three selective codes, including educational challenges of gifted students in school and public education and the demands and expectations of parents and students. The results demonstrated that the Iranian educational system does not meet the needs and expectations of gifted students and their parents; therefore, educators and parents are recommended to use hybrid homeschooling for this group of students. While the participants in this study do not strictly follow a hybrid schooling model, the findings suggest that adopting elements of hybrid schooling could be advantageous for gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Stereotypical assumptions associating high levels of giftedness and outstanding performance with maladaptive behavioral characteristics and personality traits (cf. disharmony stereotype) are rather prevalent in the school context as well as in the musical domain. Such preconceptions among teachers can influence student assessment and corresponding performance expectations, which might, in turn, impact future lesson planning. In an experiment using a controlled vignette approach, the current study, with N = 211 (prospective) German music school teachers, investigated how background information, combined with a manipulated music recording, affected (prospective) music school teachers’ assessment of a fictive student’s performance, behavioral characteristics, personality traits, and teachers' consequential lesson planning. Experimental variations included the fictive student’s supposed level of giftedness, social interaction, age, and duration of instrumental lessons. Results indicated that music school teachers’ preconceptions of students assumed to be musically gifted were a high level of intellectual and musical abilities with behavioral characteristics and personality traits rated at least equivalent to those of students assumed to have average giftedness. Teachers’ lesson planning was not influenced by any of the manipulated background information. Taken together, the observed pattern of effects contradicts the disharmony stereotype but tends to align more with the harmony stereotype as music school teachers’ prevailing preconceptions about students supposed to be musically gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Despite the abundant literature on intelligence and high potential individuals, there is still a lack of international consensus on the terminology and clinical characteristics associated to this population. It has been argued that unstandardized use of diagnosis tools and research methods make comparisons and interpretations of scientific and epidemiological evidence difficult in this field. If multiple cognitive and psychological models have attempted to explain the mechanisms underlying high potentiality, there is a need to confront new scientific evidence with the old, to uproot a global understanding of what constitutes the neurocognitive profile of high-potential in gifted individuals. Another particularly relevant aspect of applied research on high potentiality concerns the challenges faced by individuals referred to as “twice exceptional” in the field of education and in their socio-affective life. Some individuals have demonstrated high forms of intelligence together with learning, affective or neurodevelopmental disorders posing the question as to whether compensating or exacerbating psycho-cognitive mechanisms might underlie their observed behavior. Elucidating same will prove relevant to questions concerning the possible need for differential diagnosis tools, specialized educational and clinical support. A meta-review of the latest findings from neuroscience to developmental psychology, might help in the conception and reviewing of intervention strategies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Twice-exceptional (2e) is a term used to identify students who are identified with dual diagnoses of giftedness and some type of learning challenge which qualifies them for special education programs, such as attention deficits and learning disabilities. 2e students are often overlooked in schools. In the present study, 19 existing psychoeducational assessment reports were reviewed to determine current assessment practices, particularly as they pertain to gifted and 2e students, and examine whether these practices are accurate at identifying students’ needs or special education categories. I also explored whether current practices are in alignment with recommended best practices. This study was designed to serve as a pilot study for future research on factors related to the identification of 2e students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Impact statementThis study offers some preliminary insight into current psychoeducational assessment practices and their effectiveness as they pertain to twice-exceptional students. If the findings of this study can be replicated through future studies with more robust samples, they could be used to address deficiencies in existing practices and procedures. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach, and its design was grounded within the exploratory type. The GCIS is a self‐report scale to identify the four characteristics of giftedness including contextual, intellectual, creative, and social giftedness. A total of 1176 elementary and middle school students were sampled for the study. The students were in grades and aged between 12 and 16 years. Most of the participants were 65% female; and 35% male. The data collected was analyzed using exploratory factor analysis. The findings established a relatively high‐reliability Cronbach alpha coefficient of 89.7%. No statistical difference was found between the Kazakh and Russian languages of instruction, based on the gifted characteristics of the participants. Emphasis was placed on the fact that the GCIS was a reliable tool to identify giftedness among schoolchildren in Kazakhstan, but much future work is needed to determine its validity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

As cognitively gifted students may be at risk for motivational problems and underachievement, it is critical to find effective ways to motivate them. Grounded in self-determination theory (SDT) and the literature on teacher beliefs and mindsets, the present study examined whether teachers adapt their motivational teaching style as a function of the cognitive ability of students and which factors can explain the variability in teachers’ use of (de)motivating styles among gifted versus typical students. Results of linear mixed modeling among 122 teachers in secondary education (73% female; M age = 39.52 years) indicated that teachers made more use of autonomy-supportive and chaotic and less use of controlling and structuring practices towards cognitively gifted, relative to typical, students, with differences in the perceived effectiveness of teaching styles by type of student explaining this variability. Regardless of students’ giftedness status, teachers’ fixed mindset related positively to the use of a controlling and chaotic style and experience in giftedness education related positively to the use of autonomy support. Misconceptions regarding giftedness did not relate to teachers’ motivating style. These results inform prevention efforts aimed at improving teachers’ motivating styles, to the benefit of the motivation of both cognitively gifted and typical students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

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)