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In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self-efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self-reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as achievers or underachievers, ninth-grade students were administered a battery of self-report instruments, designed to measure learning motivation, school environment, self-efficacy, and personal identity. After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity-style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A case study of the psychometric characteristics of two profoundly gifted girls, one with autism spectrum disorder (ASD) and the other without ASD, is used to describe the nuances and subtleties most relevant in understanding the relationship between extreme giftedness and social difficulties. Through the presentation of the results from psychoeducational and psychosocial assessments, we demonstrate how data from a comprehensive evaluation can distinguish between the manifestation of extreme giftedness and concomitant social impairment indicative of ASD. Comparison of the assessment results highlights the relevance of cognitive and achievement information as well as the need for specific measures to diagnosis ASD. The girls demonstrated virtually identically superior cognitive and achievement performances. However, an in-depth analysis of additional measures, especially those specific to ASD, indicates that information about adaptive behavior and executive functioning can reveal important distinctions that are helpful in understanding the need for unique interventions specific to ASD. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Gifted children report a higher academic self-concept compared with children of average talents. To test this hypothesis we examined by a quasi-experimental design the academic self-concept and global self-esteem of primary school children with different intelligence scores but all nominated by teachers as gifted. Wigfield & Eccles (2000) emphasized the evaluations of others as a mediatonale variable on students self-concept as on their achievement. So parents and teachers also rated their children's abilities and self-esteem. Independent of students' intelligence scores, children with teacher nominations as gifted expressed a higher academic self-concept and received better evaluations than the control students. The identification of giftedness by psychometric testing did not influence parents' nor teachers' descriptions of gifted behaviour characteristics of the children. The results illustrate the significance of evaluative labeling by significant others to the development of self-concept and also to die nomination of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Traditionally, in giftedness research, the intelligence quotient has been presumed to be the best predictor of high achievement levels. From the perspective of the Actiotope Model of Giftedness, however, it is merely one indicator among several on the effectiveness of the academic action repertoire. In this model, learning is considered to be more important than personal traits for attaining high levels of achievement. This is confirmed with three studies conducted with pupils in grades 8 through 11. In Study 1 it was shown that high achieving pupils in the subject of mathematics can be differentiated from other pupils according to the learning orientation of their subjective action space. High achievement can be better predicted over a temporal distance of six months through the learning orientation of the subjective action space than through intelligence. This finding was replicated in Study 2 for the scholastic subject of biology. In Study 3, an investigation was undertaken to determine whether the performance enhancing effect of a learning oriented subjective action space is also beneficial in coming to terms with experiences of failure. This premise could also be confirmed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study examined the relationships between components of leadership giftedness and multiple intelligences among 510 Chinese gifted students in Hong Kong. These students perceived their strengths in intrapersonal, interpersonal and verbal-linguistic intelligences, and their weaknesses in bodily-kinesthetic and naturalist intelligences. They also rated themselves higher on leadership flexibility and goal orientation than on leadership self-efficacy. In predicting the three leadership components, intrapersonal and verbal-linguistic intelligences emerged as common and significant predictors, suggesting that self-reflection and self-management skills as well as a good command of language use were important in leadership. Other significant predictors such as logical-mathematical intelligence for leadership self-efficacy as well as goal orientation and interpersonal intelligence for leadership flexibility suggested that critical thinking might be important for the sense of confidence or efficacy and the vision of goals, whereas relational or people skills might be important for the openness to different options. Students who were classified high on both verbal-linguistic intelligence and personal intelligences, high on one and low on the other, and low on both were found to be generally high, medium and low on all three leadership components, respectively. Implications of the findings for inferring different levels of components of leadership giftedness from specific intelligences and for developing leadership training programs are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews the book, Educational psychology and developmental psychology, Vol. 55: Professional interests in highly gifted adolescents by Jörn R. Sparfeldt (2006). Highly gifted children and adolescents often are seen as being at risk for underachievement or other developmental problems, including diffuse professional interests because they have too many options to choose among. However, giftedness might also help in developing professional interests. The existing literature on possible links between giftedness and professional interests suffers from methodological problems such as selective samples or missing comparison groups. Sparfeldt's peer-reviewed monograph thus fills an empirical gap. The author used data from the Marburg Highly Gifted Project. Most comparisons were drawn between 107 gifted and 107 average adolescents who were identified from a large sample at grade 3 and confirmed at grade 9, and between 134 highly and 122 normally achieving youths. The results showed few differences between gifted and high-achieving, respectively, youth and the comparison groups. Gifted adolescents had more various general interests, but a clearer profile of professional interests than normally intelligent adolescents. Gifted and highly-achieving youths had stronger intellectual and cultural professional interests, but valued self-actualization, leadership, and safety in the profession less than the comparison groups. In conclusion, gifted adolescents appear not as an at-risk group, falsifying the common cliché. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study is to examine the underlying construct of over excitabilities (OEs) and to identify individual- and family-level factors that may explain gifted students’ patterns of OEs. Data are collected from a convenience sample of identified gifted students ( N = 143) and their parents ( N = 161) using a Likert-type questionnaire, the Over excitabilities Questionnaire II, developed to measure levels of the five intensities of the OEs. Multivariate and univariate analyses of variance and hierarchical linear modeling are used to differentiate between gender and age groups and to explain between- and within-group variance on the five subscales of the OEs: Psychomotor, Intellectual, Imaginational, Sensual, and Emotional. Results suggest that there were significant differences between gender and age groups and that most of the variance among students on the OEs was explained by family membership. This study represents an important step in our understanding of affective characteristics of giftedness and creativity. Putting the Research to Use: Dabrowski’s over excitabilities represent a multifaceted lens through which to view the intensities of gifted children. The challenge for researchers and practitioners is to examine these intensities and promote intervention strategies that will enhance students’ positive characteristics while teaching them to compensate for the negative. To address this challenge, researchers should explore and explain these sensitivities to gifted students, their parents, and their teachers. Those in charge of identifying gifted, talented, and creative students should use the over excitabilities as an additional tool in a multifaceted and inclusive model of identification. Furthermore, teachers must be aware that characteristics indicating a learning disability or behavioral disorder may be characteristics of giftedness manifested through these over excitabilities. Finally, students and their parents should be assisted in understanding and celebrating students’ unique sensitivities and intensities. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The eight articles appearing in this issue cross the entire spectrum of contemporary research in the field of giftedness. The first article of this issue features the first systematic neurophysiological study on the problem of underachievement ever conducted in the field of giftedness research. Starting with the phenomenon of neural efficiency, the authors examine the cortical activities of persons with differential grades of cognitive abilities and scholastic ability levels on various types of cognitive tests. The fourth contribution focuses on a personality variable often investigated in conjunction with the gifted: motivation. One of the articles present a highly promising method in the form of data mining. In particular, the prospect of being able to identify subgroups and non-linear correlations will certainly be appealing and beneficial for more than a few of our readers. Another interesting article also stems from the area of athletics. The authors results indicate the existence of extremely individual developmental trajectories in the development of expertise. One of the upcoming issues of High Ability Studies will feature a target article composed by Florida State University. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The constructs of risk and resilience and their implication in the life of individuals who are gifted, learning disabled, and gifted/learning disabled will be explored in this paper. The intent is to understand further how the constructs of risk and resilience affect individuals who are gifted/learning disabled. The paper includes a discussion of risk and resilience, followed by a discussion of learning disabilities, giftedness, and learning disabilities combined with giftedness. Each of these sections addresses the risk factors that hinder normal development and make the individual more vulnerable and the protective factors that serve to buffer the individual's response to adversity. Interventions that may foster resilience in the individual who is gifted/learning disabled are proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

One of the principle reasons responsible for the fact that nurturing the gifted and talented in Germany has (once again) advanced to a pedagogic concern in the 1990's lies in the dichotomy of equality and excellence. Are these two pedagogic goals actually incompatible, as often maintained in open discussions? After a long period of oscillation between these two poles, in the age of information a new emphasis has increasingly been placed on excellence. "It becomes more and more important for bright students to be using their abilities to stimulate this new era with economic and political productivity. But this will not happen if the current 'laissez faire' approach to gifted students continues into the next decade" (Gallagher, 2000, p. 691). Following a short definition of giftedness and related conceptions, arguments for gifted education stemming from the areas of learning psychology and instructional psychology will be discussed. The central problems concerning identification and programming will then be addressed in greater detail. Hypotheses will be developed, on the basis of the ATI model that gifted students need creative, stimulating learning environments. Various approaches will be presented here and discussed in the context of TIMSS and PISA. The second part of the article will deal with guidance and counseling issues with respect to the special needs of gifted children and adolescents and their social contact persons (peers, parents, teachers). In conclusion, German program evaluation, studies in the fields of gifted education, counseling and nurturing giftedness and talent will be presented. The outcomes of these studies and their consequences for improvements for the quality of gifted and talented education and counseling in Germany will be discussed. Excellence is one of the most important educational-psychological challenges of the new century. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Robert Albert examined key conceptual shifts in the pertinent professional literature language over the first part of the 20th century in his 1969 American Psychologist article, "Genius: Present-Day Status of the Concept and Its Implications for the Study of Creativity and Giftedness." His findings indicated profound changes in pertinent terminology in the professional knowledge base after 1945 from an emphasis on concepts such as genius, eminence, fame, and distinction to giftedness, talent, and creativity. The goal of the current project was to investigate empirically changes in conceptions of exceptional ability and performance, as reflected in the professional literature published since 1969. Over 28,000 articles were culled from three data bases: Educational Resources Information Center (ERIC), PsycINFO and Exceptional Children Educational Resources (ECER). Conceptual themes and types of research were analyzed for a sample of the articles, drawn from the midpoint year of each decade. Significant results include: an increase in the number of articles relating to creativity; a rise in the number of practice-oriented articles; and a small but steady increase in the number of articles employing qualitative research methods. Articles were also analyzed for evidence of a "paradigm shift" also discussed in the literature; however, the paradigm shift was not significantly reflected in practice. Implications are addressed relative to the conceptual trends in the literature and qualities of the knowledge base. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

An introduction is given to the papers included in the present issue of High Ability Studies, which continues the tradition of presenting target articles which have been reviewed and commented on by eminent colleagues. In this issue Françoys Gagné (see record 2004-22507-002) submits his DMGT Model to discussion. To supplement the peer commentaries, additional questions are posed to which Professor Gagné presents his opinions. In his article 'Intelligence current in creative activities' Jiannong Shi (see record 2004-22507-011) undertakes a remarkable attempt to establish a theoretical bridge between the concepts of intelligence and creativity. In their highly interesting contribution 'Shona culture of Zimbabwe's view of giftedness' Constantine Ngara and Marion Porath (see record 2004-22507-012) make the case for fusing together the cultural and scientific views of giftedness in the school curriculum in order to develop a diversity of talents in students. Additional contributions include 'A review of primary and secondary influences on sport expertise' by Joe Baker and Sean Horton (see record 2004-22507-013), 'Cross-cultural predictors of mathematical talent and academic productivity' by Petri Nokelainen, Kirsi Tirri and James Reed (see record 2004-22507-014)and 'Explaining high abilities of Nobel laureates' by Larisa V. Shavinina (see record 2004-22507-015). (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Teacher nomination is an important procedure in identifying highly gifted students for enrichment programs. In this study, teachers at college-prep high schools (German Gymnasium) nominated students for summer schools of the German Pupils Academy. The qualities of teacher decisions were examined by comparing them with the results of a cognitive ability test and with student self-nominations. Teachers identified all students as being highly gifted according to psychometric test criteria. In contrast to the perfect effectiveness of teacher nominations, the efficiency was quite low. Teacher nominations as well as self-nominations of students resulted in high proportions of candidates who did not meet psychometric criteria for high giftedness. The willingness of students to enrol at the Pupils Academy was largely determined by motivational variables like self-efficacy. The effectiveness of all student decisions concerning giftedness were considerably beyond those of teachers. In nominating students, teachers should try to obtain more information about students' self-perceptions of own abilities and motivations concerning gifted programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Reviews three books: "Reaching New Horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students," (2001) edited by Jaime Castellano and Eva Díaz; "Gifted Bilingual Students: A Paradox?," (2001) by Esther Kogan; "Expanding Definitions of Giftedness: The Case of Young Interpreters from Immigrant Communities," (see record 2003-04866-000) by Guadalupe Valdés. The first volume begins with two chapters by Diaz which discuss a historical and a contemporary context for the education of culturally and linguistically diverse students with gifted potential. The next two chapters provide a framework for conceptualisation of cognitive development and creativityin bilingual children. The rest of the chapters in the volume deal with identification and nurturing of gifted bilinguals. Kogan's monograph is similar in its focus yet it does not offer the same depth and comprehensiveness of treatment. The book begins with a brief sketch of the sociohistoric background for bilingual education in the US and then proceeds to describe the current context, with the focus on the Hispanic population. Valdés' volume is somewhat different in focus from the previous two. The book reports the findings from a five-year study of giftedness among linguistically and culturally diverse populations, with the focus on young interpreters from immigrant communities (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The implicit theories teachers hold about the gifted influence their perception of and behavior toward highly able students, thus impacting the latter's educational opportunities. Two persistent stereotypes about the gifted can be distinguished: the harmony hypothesis (gifted students are superior in almost all domains) and the disharmony hypothesis (giftedness implies maladaptive social behavior and emotional problems). The present study investigated whether teachers' implicit personality theories about the gifted are in line with the harmony or the disharmony hypothesis. Using an experimental vignette approach, we examined 321 prospective and practicing teachers' implicit personality theories (based on the big five personality framework) about students described along three dimensions (ability level, gender, and age, resulting in 8 different vignettes), controlling for teachers' age, gender, experience with gifted students, and knowledge about giftedness. Ability level had the strongest effect on teachers' ratings (partial η² = .60). Students described as gifted were perceived as more open to new experiences, more introverted, less emotionally stable, and less agreeable (all ps < .001). No differences were found for conscientiousness. Gender and its interaction with ability level had a small effect (partial η²s = .04 and .03). Thus, teachers' implicit personality theories about the gifted were in line with the disharmony hypothesis. Possible consequences for gifted identification and education are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Researchers of the gifted have traditionally advanced the theory, though they are often without data to support it, that an association between intellectual and/or creative giftedness and mood disorders exists. This assumed association is often referred to as the mad genius theory. This article explores the origins and development of the theory and describes the difficulties that arise when evaluating it due to problems associated with defining and measuring the relevant terms. Finally, the article examines the current scientific knowledge concerning the association between mood disorders and intellectual and/or creative giftedness. Broadly speaking, the data support the association as it relates to the construct of creativity and mood disorders and as it relates to the relationship between high IQ and bipolar disorder but not high IQ and depression. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This editorial briefs the articles which were featured in this issue of Educational and Child Psychology. This special issue on giftedness highlights research on a range of aspects and considers some of the challenges that face gifted children, their parents and their teachers. In particular, the papers consider ways in which educational and other systems endeavor to foster positive development, in gifted children both academically and more broadly across all spheres of human functioning. Many educational psychologists will recall occasions when children presenting with problems of one kind or another have been found to have high IQ scores which were unanticipated by those who work with them on a daily basis. Some of the articles in this issue have suggested, in order to help children maximize their potential, a broader understanding of giftedness, together with appropriate measures to aid identification of gifted persons, are needed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Introduction: The current models in the study of giftedness such as the Triadic Interdependence define it as a favorable outcome of the interaction between intrinsic (intellectual capacity, creativity and motivation) and extrinsic (family, peers, and school) factors. Based on this, the purpose of this study was to identify and establish a profile of gifted adolescents that includes both intrinsic and extrinsic characteristics, as well as to analyze the relationships and the differences between these characteristics within the resulting group of the profile. Method: Participants were 666 students from a public school, age ranged between 12 to 18 years, and the mean of age was 14.77. Various statistical analyzes were performed such as Pearson’s correlation, Student’s t-test and ANOVA test to compare the possible similarities and differences between intrinsic and extrinsic characteristics of students identified as gifted. Results: 93 out of 666 students were found to meet the criteria established in the literature to be considered as gifted. The collected data allowed us to establish both a general profile of the group and a more specific profile based on feature grouping. In both cases it was possible to determine every group’s homogeneity and heterogeneity with regard to the presence of intrinsic and extrinsic characteristics, as well as the relationships between them. Discussion: The findings highlight that although gifted adolescents are a heterogeneous population, which shares some intrinsic and extrinsic characteristics, they differ in others depending on giftedness degree, and this should be taken into account when designing educational programs that meet both their internal and environmental needs so they can develop successfully in higher education levels. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

A 15-year phenomenological case study of an exceptional female from age 15 through 30 was focused on exploring the subjective experience of development during adolescence and young adulthood, with attention to how giftedness and context interacted. The main focus became her response to trauma, which was revealed early in the study. Data, including recollected childhood experiences, were gathered through letters, e-mail, face-to-face interaction, and journals and essays from her troubled adolescence. The central phenomenon that emerged is given particular attention: that giftedness was both an asset and a vulnerability throughout these years, certainly as she struggled in the aftermath of trauma and developed strategies for surviving and healing. The struggles of the subject included dealing with posttraumatic stress disorder (PTSD). The concepts of overexcitability and positive disintegration are used to frame some findings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Comments on an article by Albert Zieglera & Shane N. Phillipson (see record 2012-16824-002). As Ziegler and Phillipson discussed in their article, various paradigms, models and theories have been described in the extensive literature on giftedness. According to Ziegler and Phillipson, there is a pressing need for new models of giftedness—they call for a paradigm shift. In the introduction to the current article and, as a justification for presenting the actiotope model, Ziegler and Phillipson are critical of the gaps and “deficiencies” in the current research literature and practice of gifted education. There is a crisis in gifted education research—it is stuck in a contested, competitive landscape that is littered with fragmented research, rivalries and questions about the quality of published research studies. Ziegler and Phillipson could focus on the steps and processes, and identify specific evidence, support their paradigm through substantiation, formulate and reformulate the paradigm in order to advance gifted education so that the research literature matures and deep knowledge can influence practices. While evolving conceptualizations of the actiotope model have appeared in publications for awhile, Ziegler, Phillipson and others should proceed to confirm assumptions and gather evidence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)