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Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students ( N = 474; 57% female; 43% European American) attending a public magnet secondary school participated. Results indicated that gifted students were more apt to be identified as leaders than nongifted youth and both conventional and unconventional styles of leadership related similarly to higher social standing and influence in the peer network. Nongifted leaders displayed a mixed profile of prosocial and more risky deviant behavior, whereas gifted leaders displayed a primarily prosocial leadership style. However, gifted leaders perceived themselves to be more influential and intimidating than other students and also endorsed sensation seeking tendencies more than other students. Findings underscore the heterogeneity of leadership during young adolescence and the distinct profile of gifted leaders compared with other leaders and gifted peers. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Although there is much research on adolescent poverty, research related to youth living in communities characterized by extreme poverty who are also identified as academically gifted is lacking. This study explores the development of hopelessness in these youths, compared with peers not identified as gifted, using data from the Mobile Youth and Poverty Study. Specifically, trajectories of hopelessness as a function of gifted status and gender are explored. Results indicate that boys experience greater feelings of hopelessness than girls, regardless of their gifted status, and students identified as gifted have lower levels of hopelessness than their peers not identified as gifted. These latter differences are particularly pronounced during early adolescence (age 10 years) but decline over time and largely disappear by later adolescence (age 18 years). Results suggest that boys may be particularly vulnerable to declining effects of gifted classification as a protector against hopelessness across age and that disadvantaged students who are identified as gifted may benefit from gifted programs that continue at an intense level through their high school years. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

To satisfy the needs of cognitively gifted children, it is important to get a timely perspective on their cognitive capacities. In this study we investigated the early predictors of high cognitive ability. In a longitudinal study among 4,131 children we predicted, based on information collected in kindergarten, which children would score among the top 10% in cognitive abilities in Grade 3. The results showed that, already in kindergarten, cognitively gifted children demonstrated an advanced scholarly development, in particular in the mathematical domain, as documented both by standardized tests and teacher evaluations. Cognitively gifted children also demonstrated more independent participation in class and a stronger task commitment. Second, the study considered which gifted students encountered academic problems throughout their school career. Some early indications of later problems were already observable in kindergarten, in particular in lower scores on math and language tests, in hyperactive or easily distractable behaviour and in student-teacher-conflicts. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalTijdig een zicht krijgen op kleuters met sterke cognitieve vermogens, kan helpen om de behoeften van deze kinderen beter te beantwoorden. In dit artikel onderzochten we de vroege signalen van cognitieve begaafdheid. In een longitudinale studie bij 4.131 kinderen voorspelden we, op basis van informatie verzameld in de kleuterklas, wie in het derde leerjaar tot de top 10% zou behoren wat betreft cognitieve vaardigheden. Cognitief begaafde kinderen bleken vaak al in de kleuterklas over een ontwikkelingsvoorsprong (vastgesteld met gestandaardiseerde tests en/of een leerkrachtbeoordeling) te beschikken, waarbij vooral een voorsprong op het vlak van rekenen predictief was voor cognitieve begaafdheid. Cognitief begaafde kleuters vertoonden ook een meer onafhankelijke participatie aan het klasgebeuren en een toegewijde werkhouding. Daarnaast bekeken we welke van deze begaafde kinderen doorheen hun schoolloopbaan later problemen ondervonden. Ook deze problemen bleken zich al enigszins in de kleuterklas te manifesteren, met name in lage scores op de reken-en taaltoets, in conflicten met de leerkracht en in hyperactief-afleidbaar gedrag. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

“Gifted or talented” is a student exceptionality category that in many states requires a formal eligibility procedure to qualify for specialized school programming (Gallagher et al. 2014). Researchers agree that there is a historical overreliance on IQ in determining service eligibility; however, no brief parent rating scale appears in the empirical literature to support the decision-making of school evaluation teams. Items of the Characteristics of Giftedness Scale (Silverman 1993) were selected and expanded upon to create a brief 20-item instrument. Confirmatory factor analysis (CFA) revealed that the modified scale was best characterized as having a two-factor structure. Furthermore, group differences were found between students eligible for gifted school programming and those without gifted status at school. Taken together, present findings suggest that this modified scale may be a suitable evaluation tool for school-based use. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Research on high-ability postsecondary students has increased in recent years; yet identifying such students can be challenging. The International Cognitive Ability Resource (ICAR) is an online, open-access tool designed to facilitate measurement of cognitive abilities in research. We evaluated whether the ICAR is appropriate to identify high-ability postsecondary students for research; high ability was classified by a General Ability Index score of 120 or higher on the WAIS-IV. In a sample of 97 students from a U.S. university (Mean age 22.47 years, Mean General Ability Index score 115.13) the 60-item ICAR demonstrated adequate diagnostic accuracy to identify high ability with three appropriate cut scores (33, 34, or 35 items correct out of 60). The 16-item ICAR had no appropriate cut scores but demonstrated validity as a brief cognitive ability measure that could be used to examine relations between intelligence and other variables. Findings suggest that the ICAR could be a useful open-source tool for research with high-ability college students (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

We propose that wisdom should be considered in understanding, identifying, and developing skills of thought translated into action in gifted children and adults. First, we review some of the history of the gifted field and conclude that ideas about understanding, identification, and instruction are largely obsolete and based on assumptions that might have seemed valid in the early 20th century but that now are known not to be. Second, we discuss wisdom—what it is and how it is structured. Third, we discuss different kinds of wisdom and why they matter. We further discuss “4W’s” of wisdom. Fourth, we discuss the role of wisdom in the identification of gifted individuals. Fifth and finally, we conclude that our emphasis in the understanding, identification, and development of gifted individuals needs to be expanded to include wisdom, and certainly not just IQ. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This research focused on emotional expression in children during lockdown due to the spread of COVID-19. A particular case is represented by gifted people, who often show a higher and more intense emotional arousal and sensitivity. We proposed a questionnaire built ad hoc and filled in by 126 mothers who answered referring to each of their children (N = 225), both gifted and typical development. First phase of analyses took account of a group of children who belong to family where there is at least one gifted child (N = 162) and a group of children with typical development (N = 63). Analyses did not reveal any significant differences between these two groups, both in the expression of emotions and states of mind. However, further analyses which compare gifted children (N = 100) to children with typical development (N = 125) without considering the belonging family, showed how gifted children seem to experience higher level of apathy ( p < .001) and impatience ( p = .016) if compared to normotipic peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLa ricerca si è focalizzata sulle manifestazioni emotive nei bambini durante il lockdown derivante dalla diffusione del COVID-19. Un caso particolare è rappresentato dalla popolazione di soggetti plusdotati, che presentano spesso un’elevata e più intensa sensibilità emotiva. È stato proposto un questionario costruito ad hoc compilato da 126 madri che hanno risposto riferendosi ad ognuno dei propri figli (N = 225), sia con plusdotazione sia con sviluppo tipico. La prima fase di analisi dei dati ha considerato un gruppo di bambini appartenenti a famiglie con almeno un figlio con plusdotazione (N = 162) e un gruppo di bambini con sviluppo tipico (N = 63). Dalle analisi non emergono differenze significative tra i due gruppi, sia rispetto alle emozioni, sia agli stati d’animo; tuttavia, ulteriori analisi che confrontano i bambini con plusdotazione (N = 100) con bambini con sviluppo tipico (N = 125) a prescindere dalla famiglia di appartenenza, mostrano come i primi sembrano sperimentare maggiori livelli di apatia (p < .001) e di insofferenza (p = .016) rispetto ai pari normotipici. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The late James Flynn, to whom this Special Issue is dedicated, suggested that what will matter most to the future of the world is not levels of intelligence but rather how intelligence is deployed. In this article, I argue that we can distinguish between transactional and transformational deployments of intelligence. Loosely following Flynn, I suggest that we need to pay much more attention to the latter rather than the former. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

This article introduces the construct of personal talent curation. Personal talent curation is one’s assessment of one’s talents—of one’s strengths and weaknesses—but also the building of an adaptive match in life between those talents and both one’s career pursuits and one’s personal lifestyle. Sometimes, this match means pursuing a lifelong passion, but other times, it means giving up that passion or transforming it into a passion that works in the broader context of the life one seeks for oneself. For example, one may be an exceptionally talented musician, scientist, or artist, but the concomitants of a life building relentlessly on those talents—competition, professional jealousy, and continual critiques—just do not fit the kind of life one wishes to lead. In such cases, it may turn out that what in a profession or in society is viewed as a “failure” or a “derailment” may represent a personal adaptive success. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Scott J. Peters (see record 2022-20183-002). Peters has made excellent suggestions for how to increase diversity and equitable representation in identification of gifted children. His approach, however, is based on current models of what constitutes “giftedness.” This approach is incomplete and, taken on its own, perhaps suboptimal. I would suggest a complementary approach. We need to start taking seriously the need to identify and nurture the fully transformationally gifted. Nurturing them means presenting gifted children not just with academic problems that have little relevance to the life problems they will need to solve later, but also presenting them with problems that are ecologically valid, such as problems of how to deal with the challenges the world is facing today. It’s nice to excel transactionally; it’s better to excel by making a positive, meaningful, and potentially enduring difference to the world—to make the world a better place. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Comments on an article by Scott J. Peters (see record 2022-20183-002). Peters’ correctly argues that while racism negatively affects students of color, psychometric bias is not the primary cause for racial disparities in gifted identification. However, the conclusion that “the existence of disproportionality does not make gifted services inherently racist,” does not follow. Any system that predictably results in racial disparity is contributing to systemic racism even without test bias. Given the history of racism in gifted education, radical change is needed. Hoping small shifts in identification strategy will lead to any meaningful real change is wishful thinking that is not supported by past efforts. Racism has proven to be so pernicious because it is able to continue despite the good intentions of kind people. The question cannot be, how do we mitigate bias in identification. The burden of proof is on advocates of gifted education to demonstrate how identification supports racial equity. In absence of this demonstration, we need to let go of identification. Instead, gifted education can embrace strategies that address the problems gifted students face, such as appropriate challenge, but address those problems in ways that truly prioritizes centering racial equity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Spirituality is an important domain in the holistic education of gifted students. The definition of transformational giftedness makes it possible to emphasize spiritual domain in student development. Spirituality provides possibilities to reflect on the values and meanings of life that could provide purpose for gifted students in their studies and for their future lives. The concepts of religion and spirituality are defined, and their different roles clarified in the context of education. Spiritual sensitivity is introduced as a human capacity that can be measured scientifically with the spiritual sensitivity questionnaire instrument. Research findings among young generation and gifted students indicate that mystery-sensing, contemplation, and search for meaning in life are important aspects in spirituality of our generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study described exceptional items in human figure drawings (HFDs) which have been discussed as possible expressions of intellectual giftedness. The aim was to serve as a first step in the development of a screener for HFDs that can be used as part of the identification process of gifted children. We examined the frequency of occurrence of 158 items in HFDs of 206 children aged 4 to 6 years (17 potentially gifted). Fine details and additions to the human figure turned out to be exceptional, especially in drawings of 4-year-olds. Several exceptional items were drawn more frequently or exclusively by potentially gifted children. Descriptively, exceptionality in drawings of potentially gifted children was most visible in HFDs of 4-year-olds, and tended to become less visible with age. Further research with larger samples is required to draw solid conclusions about HFDs of gifted children. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Theoretical and practical work in gifted education has been dominated by mechanistic precision in measurements designed to select students for gifted programs and guide them through their development. Too much faith in mechanistic precision can become a form of dogmatism that obscures very important, less-measurable dimensions of human ability. This interdisciplinary analysis explores this form of dogmatism while illustrating some ways in which it misaligns gifted education with turbulent, complex 21 st-century trends and issues. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Gifts can be individually, dyadically, or collectively chosen and oriented. Society, in its identification of the gifted, has chosen to focus on individual and sometimes dyadic goods. This practice represents a culture of individualism, but it has become solipsistic. We argue that identification instead should focus on those most likely to help to achieve a collective common good—who will bestow on others, gifts that are broadly beneficial especially to those most in need of help. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to explore the primary school teachers’ experiences about teaching gifted students and students with disabilities in the resource room. Thirteen teachers who work with students with disabilities and 11 teachers who work with gifted students participated in this qualitative study. The data were collected using structured interviews and semi-structured focus group interviews and analysed using content analysis. The findings indicated that the advantages and disadvantages of the resource room programmes differed for both groups of students. The teachers of both groups also expressed different advantages and disadvantages of working in the resource rooms for themselves. Some of the problems of the resource room programme were insufficient materials, inadequate facility, and unqualified personnel. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)