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The purpose of this study was to comparatively investigate the mathematical communication competency of mathematically gifted and non-gifted eighth-grade students. In this qualitative research, the multiple case study method was used. The participants consisted of a total of 10 eighth-grade students, comprising five mathematically gifted and five non-gifted students. The Mathematical Communication Competency Measurement Tool and Clinical Interview Form were used as data collection tools. The research data obtained with the Mathematical Communication Competency Measurement Tool were analyzed quantitatively by considering the levels of mathematical communication competency, whereas deductive analysis was performed on the data collected through the clinical interviews. As a result of the study, similarities were observed in the way mathematically gifted and non-gifted students employed mathematical communication competency in the process of solving relatively low-level (level 1) problems. However, for relatively high level (levels 2 and 3) problems, gifted students differed in terms of revealing the purpose of the problem, explaining a mathematical result, and presenting verbal and/or written justification.
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Gifted students have specific educational needs. For instance, they need teaching to be challenging and stimulating. Teachers in inclusive settings have a variety of needs to consider. However, when it comes to technology education, little is known about gifted students’ needs. The aim of this study is to describe and synthesize knowledge about gifted students’ needs in technology education based on a systematic literature review and a thematic analysis. The results comprise four themes describing gifted students’ needs and how teaching can be organized to meet these needs: Complexity, Autonomy, Authenticity, and Support. The themes, conceptualized as the CAAS framework, can guide teachers in their efforts to plan and carry out technology teaching as a proactive response to gifted students’ needs.
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The purpose of this study was to explore teachers’ perceptions of students who simultaneously exhibit high-potential behaviors and problematic behaviors. We used a thematic analysis approach to explore elementary (grades 1–3) general education teachers’ perceptions of high-potential students who have demonstrated problematic behaviors, based on data from interviews with 24 teachers. This study may enhance understanding about teachers’ expectations of gifted and high-potential students and influence research and professional learning about how teachers in regular classrooms perceive and respond to gifted students’ problematic behaviors. The research questions that guide this study are as follows: (1) How do teachers describe problematic behaviors demonstrated by students they also perceive to show high potential? (2) How do teachers describe their interactions with students showing both high-potential and problematic behaviors?
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Various studies on psychic intensity have demonstrated associations of intellectual giftedness with indicators of overexcitability, the relative presence of which is characteristic of the potential for advanced personality development and the attainment of autonomy according to the theory of positive disintegration (TPD). However, the existing research on associations between these personal characteristics yields diverse results, which, moreover, are not always considered from the perspective of the TPD. In this study, we first investigate interrelationships between intellectual ability and the five forms of overexcitability, as distinguished by the TPD, among a sample of 500 higher education students. Subsequently, we theoretically explore the external environmental consequences of these relationships in the light of the TPD, which considers the attainment of autonomy as fundamental for eudaimonic well-being and essence, but on which the social environment may have a substantial impact.
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The structure of this brief introduction on Giftedness in Adults is based on Pamela Hunsberger, M.A.'s research about Giftedness and the experience of complex trauma. It is intended to serve as a starting point for a particular reflection on Giftedness in the adult world. The concept of giftedness, intriguingly, does not adhere to a universal definition. Currently, there is a diverse range of accepted definitions, and the evaluation criteria are variable. Generally, but not necessarily correctly, the term implies an individual, in most cases a child, with above-average mental abilities or intelligence. One key aspect of giftedness is overexcitability, a term first introduced by Dabrowski (1964) in the Theory of Positive Disintegration. This concept suggests that gifted individuals, while unique and inspiring, also face significant qualitative differences compared to their non-gifted counterparts. These differences are often seen in their sensitivity, idealism, intensity, perceptivity, and asynchrony. Other aspects of giftedness include open-mindedness, psychological complexity, reflection, introversion, moral concern, and perfectionism. These factors are typically categorized as neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness, each defined by a series of more specific traits or facets.
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This study adapts the “Scales for Identifying Gifted Students (SIGS-2)” into Turkish for use from preschool onward, specifically during the candidate nomination stage. Conducted with 974 parents (675 mothers, 299 fathers) of children aged 5–10, it employs Confirmatory Factor Analysis (CFA) to evaluate the scale's structure and reliability. CFA results show excellent fit indices (CFI = 0.998, GFI = 0.994, IFI = 0.998, NFI = 0.993, NNFI = 0.998, RFI = 0.993) and an RMSEA of 0.017, indicating good model fit. Factor loadings ranged from 0.36 to 0.89, and item-total correlations were between 0.32 and 0.79, demonstrating effective discrimination. Reliability coefficients were high, with Cronbach's alpha, McDonald's omega, and Composite Reliability (CR) ranging from 0.87 to 0.96. The SIGS-2 Home Rating Scale aligns well with existing measures and reflects changes in IQ levels, showing its suitability for assessing gifted children in Türkiye. While parental nominations are valuable, they may be less reliable than test results in identifying giftedness.
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Little attention has been given to understanding motivational profiles among gifted students. Instead, much research suggests that gifted individuals are highly motivated and homogenous in their motivations. We clarified this by identifying four distinct profiles among gifted Year 9 and 10 students (N = 414) in science: Low Motivation, Low Self-Determination with Control, High Self-Determination, and High Self-Determination with High Motivation. In line with the study’s hypotheses, the High Self-Determination and High Self-Determination with High Motivation reported the most positive perceptions of need-supportive teaching and the highest engagement. In contrast, the Low Motivation and Low Self-Determination with Control yielded equally maladaptive engagement, illustrating that controlled motivation in the absence of self-determination did not yield any benefits relative to having low motivation overall. These findings underscore the need to consider the dynamic interactions among motivations at the person-centred level and qualitative differences in the motivation profiles of gifted students.
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