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Researchers have argued that many leaders, such as CEOs and politicians, tend to possess narcissistic traits. At healthy and productive levels, narcissistic traits, such as self-promotion, may actually be an advantage to achieving success in some fields. Yet, few researchers have explored gifted narcissists as a twice-exceptionality. This article discusses the gifted narcissist profile and grandiose narcissism in particular. Following a brief introduction to key terms, the gifted narcissist profile is explored through the augmented theory of successful intelligence. The impact of giftedness on individuals with a narcissistic personality disorder is discussed in terms of positive and negative effects. Presidents, autocratic leaders, and cult leaders are presented as examples of gifted grandiose narcissists. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This article discusses a problem in the field of giftedness—the meaning and deployment of giftedness in authoritarian systems, or in declining, failing, or pseudo-democracies. This problem exists for much of the world’s population yet seems to be relatively little discussed. The article opens with a consideration of what the problem is. It then discusses how widespread it is—it applies to most of the world’s population. Indeed, much of what is discussed in teaching of the gifted, with regard to both content and pedagogy, truly can be applied fully only to those who live in relatively free countries, as wide-ranging creative and critical thinking may be suppressed in nondemocratic societies. The article then discusses the roles individuals can play in declining or non-free societies, and the defense mechanisms they use to justify certain roles. The article further discusses ways of teaching in various societies, and the risks these ways of teaching pose. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: The optimal condition for the progressive development of society is the creation of an educational environment that takes into account the psychological characteristics of gifted students in the context of achieving their subjective well-being in the present and professional well-being in the future. Objective: The aim is to study the characteristics of subjective well-being and career orientations in schoolchildren with signs of giftedness in different areas of activity. Study Participants: The comparative study involved 461 Omsk schoolchildren (groups were identified as academic, creative, sports gifted, combining two and three types of giftedness, and a control group. Methods: The comparative study involved diagnosis of subjective well-being by R.M. Shamionov and T.V. Beskova, and the technique for studying motivation in professional career by E. Shein in the adaptation of V.E. Vinokurova and V.A. Chiker. Results: It was revealed that the highest levels of well-being are found in adolescents who combine signs of sports talent with creative or academic giftedness. The third position is occupied by schoolchildren with signs of academic giftedness. The lowest integral indicators of well-being are observed among adolescents with signs of creative giftedness and those who combine signs of giftedness in the creative and academic spheres. The dominant career orientations of adolescents with creative achievements are autonomy, professional competence, job stability, integration of lifestyles. The orientation towards entrepreneurship is most closely associated with well-being. Those with achievements in sports orient towards management and entrepreneurship, which are also interconnected with the growth of emotional and existential-effective well-being. Service orientation is more pronounced in adolescents who have signs of sports and creative talent. Teenagers who combine signs of all three types of giftedness show the lowest indicators of career orientations in the absence of their connection with well-being and unformed accents in the profile. Conclusion: The features and interrelations of the components of subjective well-being and career orientations in schoolchildren with signs of giftedness in different areas of activity: academic, creative, sports, and their combinations, which are the basis for the psychological support of gifted adolescents, are determined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Background: The article is devoted to the interaction of different yet inseparable “poles”—activity and contemplation—in the process of actualization of a person’s creative potential. It has been shown that both recent psychological studies of giftedness and pedagogical practice demonstrate a disbalance of the two poles in favor of activity, although activity obtains creative qualities precisely because it takes a source in the experience of contemplation. Objective: The study had its purpose to substantiate the significance of the contemplation phenomenon and outline possible ways of developing this ability. Results: The author briefly deals with the history of the very problem of contemplation in the context of culture, in religious practices, and in psychology. The analysis revealed the difficulty of studying the contemplation by means of traditional scientific methods since a meaningful description of this phenomenon by an observer becomes understandable and convincing for another person only if they have a similar personal experience. Contemplation is associated with liberation from the limitations of the everyday “ego” and with the experience of unity with the world, due to which the birth of creative ideas becomes possible. Special attention is paid to the contemplative aesthetic attitude towards the world, which underlies artistic creativity and the development of human artistic talent. It is due to this kind of attitude that ideas are born demanding their embodiment in the activity, which acquires a creative character exactly for this reason. Conclusion: Pedagogy, entirely focused on the translation of methods for mastering a particular activity, does not naturally lead to the development of a person’s creative talent and can even hinder this by swapping the goals and means of work in art, as in any other field of creative activity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The late Marcia Gentry sought equity in the identification and instruction of the gifted. This was a noble and proper goal: Inequity has been a problem in the field of giftedness since the very beginning. A related challenge that feeds into the inequity problem is that educators often look for the wrong thing. What matters is not merely how gifted a person is, or how many gifts they possess, but rather what they do with those gifts. Many of the problems in today’s world derive from people who are gifted and then use their gifts for selfish and even narcissistic ends. A model is needed that takes into account one’s deployment of gifts, not just one’s possession of them. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Sternberg’s transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the culturally responsive transformational giftedness model that adds multicultural consideration to Sternberg’s theory, particularly for Black students. This article offers recommendations and presents the model to complement and enhance transformational GATE students and education (e.g., identification and assessment, social-emotional and psychological development, instruction/teaching, and curriculum) via a rigorous culturally responsive framework. Undergirding this model is the notion of “good trouble” which is needed to solve real issues and problems to bring about equitable social and cultural change. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Two implicit metaphors can be seen as having dominated the study of the gifted—the savings bank and the investment bank. In the savings-bank metaphor, people have differential levels of IQ or general intelligence, which is viewed as determining whether they are gifted. Their cognitive ability is their metaphorical “money in the bank.” In the investment-bank metaphor, people are seen as having differential investments in varied kinds of abilities and talents. Their pattern of abilities is their metaphorical portfolio of investments. A better implicit metaphor might be the foundation, however, whose effectiveness is judged by the worthiness of the transformational causes to which it contributes and the effectiveness of the use of the foundation’s assets toward these causes. A person is gifted by virtue not merely of the assets they have but of how they transformationally deploy those assets. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The field of giftedness—including educators, theorists, and researchers--needs to show more cognizance of a phenomenon that is rearing its ugly head in more and more visible ways, namely, dark giftedness. Dark giftedness is giftedness used for bad and even toxic ends. Being gifted provides little, if any protection against the dark deployment of the abilities, talents, and skills that lead one to be viewed as gifted. The field of giftedness needs to take responsibility for identifying dark giftedness and mitigating its effects, to the extent possible. It needs also to teach gifted young people to use their gifts for positive rather than negative ends. The field of giftedness cannot assume that this will happen automatically, or that by ignoring the world-pervasive problem of dark giftedness, the problem will somehow not, nevertheless, be part of its responsibility to understand and assuage. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

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)