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<p style="text-align: justify;">Introduction: Cerebral insulin resistance is a phenomenon associated with metabolic alterations in the brain, often related to diseases such as Alzheimer's, type 2 diabetes mellitus (DM) and cognitive disorders. Gifted …</p>

We examine the effect of a gifted and talented pull-out program in academic secondary education. Program eligibility is based on a cognitive test score cutoff, which we exploit in a fuzzy regression discontinuity design to identify program effects. We find that assigned students obtain higher grades, follow a more science-intensive curriculum, and report stronger beliefs about their academic abilities. These positive effects persist in university, where students choose more challenging fields of study with better labor market prospects. Our results suggest that pull-out programs may serve as an effective alternative to programs that assign gifted and talented students to separate classes and schools.

Background and Objectives: Gifted schools are established with the goal of fostering and developing the capabilities of gifted students. However, these schools face numerous challenges, and identifying these issues and improving the educational quality of these schools, as the pioneers of the country's educational system, is of great importance. Therefore, the present study aims to diagnose the challenges of geography education in gifted schools at both the first and second levels of secondary education in the city of Karaj from the perspective of geography teachers. Methods:This qualitative study was conducted using a phenomenol ogical approach. The participants in the study consisted of geography teachers from gifted secondary schools in Karaj, with 11 teachers selected as the research sample through purposive sampling and theoretical saturation. The data gathered from semi-structured interviews were analyzed using coding methods, leading to the extraction of sub-themes and main themes. . Findings: The qualitative data analysis resulted in the identification of 4 main codes, 13 sub-codes, and 60 conceptual codes (open codes). The main challenges identified in geography education in gifted secondary schools, according to the teachers, included attitudes and beliefs toward geography as a subject, regulations and policies, educational challenges, and environmental challenges Conclusion:geography education in gifted schools faces numerous challenges, and addressing them requires comprehensive support from authorities, teachers, and families.

The article explores the pedagogical challenges of nurturing gifted students in primary school and ways to address them. It highlights methods for identifying gifted students, organizing the educational process to develop their individual abilities, and analyzing the teacher's role and responsibilities. The article provides pedagogical approaches, methodological recommendations, and practical guidance.

Aim . To identify and describe the features of teaching students gifted in the field of artificial intelligence. Methodology and methods. In the course of the work, system-activity and personality-oriented methodological approaches were used. The materials presented in academic articles of electronic databases (catalog of the Russian State Library, elibrary, Web of Science, Scopus) became the basis for analyzing the theoretical aspects of the problem. The main methods used in the study were methods of content analysis, analysis of literary sources, study and analysis of educational practice, comparative analysis, systematization and generalization of the theoretical and practical results obtained. Results . The results of the study were a description of the features of intellectual competitions in the field of artificial intelligence, key characteristics of personal qualities, theoretical and practical skills of trainees and their teachers necessary for effective teaching of students gifted in the field of artificial intelligence. The forms of education significant for intellectual achievements in this field were identified, the features and advantages of personalized and adaptive learning were shown, and their comparative characteristics were given for the best application of a specific form of education in various periods of educational activity and preparation for intellectual competitions in the field of artificial intelligence. Research implications . The results of the study make it possible to form the main approaches to the choice of types and methods of teaching students gifted in the field of artificial intelligence. Conclusions . The study identified the main requirements for the formation of the necessary theoretical knowledge and practical skills, personal qualities and special skills of trainees and their teachers for effective joint activities in the learning process and preparation for intellectual competitions in the field of artificial intelligence. It was established that personalized and adaptive forms of education for students gifted in this field are the most effective and able to complement each other.

The present study aims to develop the Bildiren Nonverbal Ability Test, Second Version (BNV-II), intended for the identification of gifted children at the primary school level. The first version of ...

This qualitative study sought to examine the perceptions of parents and caregivers of young highly to profoundly gifted learners regarding their child’s social and emotional characteristics and related needs. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6 – 8 through semi-structured interviews. Data were analyzed using thematic analysis and generated four overarching themes including (a) social-emotional complexity and intensity; (b) nurturing needs during early elementary school; (c) seeking community and understanding; and (d) misunderstanding and misconceptions of HG/PG children. Findings from this study inform educators, counselors, therapists, and related service providers of the lived experiences of families of highly to profoundly gifted children and their needs.

In this study, an investigation was conducted into the nature of the attitudes of the general student body (comprising all students) toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, survey data were collected from 400 secondary students enrolled in a faith-based school system in Australia. Data were analyzed using exploratory factor analysis, latent class analysis, and multiple regression analysis. Among the study findings were: (a) student attitudes toward gifted students and gifted education exist along two dimensions (i.e., support for gifted student adaptations and perceptions of non-elitism), (b) students may be classified into three groups with distinct attitude profiles that differ from one another along these two dimensions (i.e., strong supporters of gifted students/gifted education, students with neutral attitudes toward gifted students/gifted education and non-supporters of gifted students/gifted education, comprising 13%, 82%, and 5% of students respectively), and (c) the key predictors of student attitudes are school administrative support, academic impact, respect for authority, knowledge of giftedness and contact with gifted persons. The contributions of the study to the research literature are discussed.

The current study examined gender differences in divergent thinking (DT) using meta-analyses of mean difference and variation. The main objective of the meta-analysis of mean difference was to resolve contradictory findings in the creativity literature regarding the prevalence of creativity among males or females in creative potential. The meta-analysis of variation aimed to test the greater male variability hypothesis (GMVH) in DT. To test gender differences in means (i.e., Hedges’ g), results from 213 studies ( k = 1,251; N = 115,289) were analyzed using a three-level approach. Females slightly outperformed males in DT, g = −.065, 95% CI [−.095, −.034], p = ≤ .001. Three-level multiple regression analyses showed that the mean effect size significantly varied by (a) country, (b) DT subscale, (c) type of task, and (d) ability (gifted vs. nongifted). In the second meta-analysis, the GMVH in creative potential was tested by synthesizing the results of 1,152 effect sizes from 187 studies ( k = 1,152; N = 101,328). The results confirmed the existence of greater male variability (GMV) in DT, (InVR) = 1.216, 95% CI [1.14, 1.29], p ≤ .001, indicating 21.6% GMV in DT. Multiple regression analyses explained 29.82% of variability in the mean effect (InVR) at Level-2 (within-studies variance), and 5% of the variability in the mean effect at Level-3 (between-studies variance). The mean difference findings support the gender similarity hypothesis, while variation results tend to support the gender differences hypothesis. Limitations and recommendations for future studies are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

At a time marked by deepening socio-political divides and systemic inequities, this paper revisits findings from a previously conducted interpretive phenomenological research study and offers new critical reflections on the transformative potential of liberating worldviews, with Indigenous worldviews as a central example, in K-12 gifted education. Conversations with 14 Indigenous K-12 educators, researchers, and advocates revealed how liberating worldviews—rooted in relational, holistic, and community-centered perspectives—challenge dominant Western paradigms of giftedness that often perpetuate exclusion. Expanding on these findings, this paper proposes eight tenets to guide educators and researchers in embracing liberating worldviews that foster equity, creativity, and cultural responsiveness. Within the current political climate, where inclusion is increasingly under threat, these reflections underscore the urgency of reimagining educational systems to align with liberating worldviews that promote justice, sustainability, and collective well-being. The proposed tenets aim to empower practitioners and researchers alike to disrupt oppressive practices, affirm liberating ways of knowing and being, and engage in K-12 education spaces—particularly as White, non-Indigenous educators and researchers—in ways that respectfully and genuinely reimagine and advance education systems to embrace liberating worldviews.

This qualitative study explores the interactions among gifted students’ vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (n = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing to support students’ diverse identities; conversely, teachers provided support when they were available, enthusiastic, and understanding. Further, peers added stress through class rank competition but fostered support through accepting diverse identities and building friendships. In general, students heavily relied on problem-focused coping to address academic stress (e.g., changing schools, advocacy), yet had minimal adaptative coping strategies to address social stress. Students also discussed hybrid coping approaches, like extracurriculars and counseling. These findings suggest that interventions, such as teacher training and peer support programs, should address specific vulnerabilities, including diverse identities, and provide direct instruction in developing coping strategies to address social stressors.

Several studies have indicated that parental education predicts children’s intelligence. In contrast, fewer studies have simultaneously analyzed the role of parental intelligence, education, and personality in shaping their children’s giftedness. This study investigated the effects of parental education, cognitive abilities (based on CHC theory), and personality traits (based on the Five-Factor Model) on the expression of gifted children’s cognitive abilities. Sixty-five gifted children (IQ ≥ 120) aged 6 to 14 years (M = 9.91 years; SD = 2.24 years) were assessed using the WISC-IV, while parents (65 mothers, M = 44.00 years; SD = 4.20 years, and 61 fathers, M = 45.70 years; SD = 5.40 years) completed the WAIS-IV and the Big-Five Inventory. The results indicated that maternal education was a key predictor of children’s Verbal Comprehension Index (VCI) in bivariate analyses, though its effect was not robust in multivariate models. Children’s Perceptual Reasoning Index (PRI) was associated with maternal conscientiousness, and fathers’ short-term memory (Gsm) emerged as the primary predictor of children’s Working Memory Index (WMI). Maternal processing speed (Gs) was the strongest predictor of children’s Processing Speed Index (PSI) across both bivariate and multivariate analyses. While personality traits, such as maternal conscientiousness, played a role in facilitating visual-spatial reasoning, their effects were weaker compared to cognitive and educational factors. The findings obtained, which are only partly consistent with data in the literature, highlight the domain-specific influence of parental characteristics on children’s giftedness and underscore the need for further research into the interplay of genetic, cognitive, and environmental factors.

This article reports on an intervention based on a new approach to career counselling in the Anthropocene era. The research aimed to examine the determinants of the changes that occurred in the research participant rather than just the changes themselves. A gifted 17-year-old male (clarifying his career choice) was conveniently and purposively selected from enrichment workshop attendees. A descriptive and instrumental case study research was used to generate data. The workshop attendees completed the Career Interest Profile and the Maree Career Matrix to facilitate the intervention. Savickas’ guidelines for analysing career construction-related data were used to analyse the data. The intervention enhanced the participant’s psychological self as an autobiographical author especially. After the intervention the participant gave evidence of an enhanced sense of eco-awareness and moral behaviour). Further research is needed to establish the short-term and long-term effect of the kind of intervention in individual and group contexts.

This study conducts a systematic review following the PRISMA guidelines to explore music education for gifted and talented students. The research aims to delineate the identification methodologies, educational strategies, relevant technologies, prevailing challenges, and constructive recommendations within the ambit of gifted and talented education. A comprehensive systematic search yielded a dataset of 1,464 articles, from which 37 were selected for detailed analysis based on stringent criteria. The analysis reveals a rich tapestry of research in the domain, showcasing a variety of approaches to identifying and educating musically gifted and talented students. Despite the breadth of research and the diversity of methods applied, the field lacks a unified, standardized model. The integration of appropriate technologies has been shown to significantly enhance creative thought, social, and emotional skills among these students. However, the research identifies several challenges, including time management, the need for continuous improvement, and various physical and financial constraints. To address these issues, the study proposes several recommendations: the adoption of innovative technologies to foster creativity and motivation; specialized training for educators to effectively utilize these technologies; the development of adaptable curricular frameworks and models; the implementation of inventive music projects; and fostering collaborations with music professionals. These recommendations aim to enrich the educational landscape for gifted and talented students, ensuring a nurturing environment that promotes their exceptional abilities.

This study aims to investigate the effectiveness of an educational model based on the X (Twitter) platform in supporting the learning of gifted students in mathematics by employing the theory of communicative learning. The study used an experimental method with two groups, experimental and control, by applying a test in mathematics for gifted students that was applied to 101 gifted male and female students. The results of the study revealed the superiority of gifted students who underwent the training program on the S platform; specifically, females excelled more than males did. The study recommends directing faculty members to enrich the educational environment with mathematical concepts and knowledge during teaching and to use attractive methods, tools and activities that encourage student participation and motivation.

Bullying in schools remains a significant issue that affects all students involved, particularly the parents of gifted students. While the prevalence of bullying among gifted students has been examined, the experiences of parents whose gifted children have been victims of bullying have largely been overlooked. This study explores the bullying experiences of gifted students from the perspectives of their parents. A total of 13 parents of gifted students (11 mothers and 2 fathers) participated in semi-structured interviews to share their insights. Thematic analysis identified three key themes: victimization, factors influencing the bullying of gifted students, and parental responses to their children’s victimization. The findings emphasize the importance of understanding the experiences and reactions of parents of bullied gifted students in order to effectively prevent and address bullying incidents. The implications of this study are discussed in the context of strategies for preventing bullying victimization among gifted students.

Purpose: Gifted students are often motivated by complex mathematical tasks. Mathematical abstraction allows access to gifted students’ cognitive processes in knowledge construction. The question “How and why do the divisibility rules work?” evokes in them an intellectual need for constructing the working principle of a divisibility rule. Hence, this research focused on a gifted high school student’s abstraction process of divisibility rules. By examining mathematical abstraction through observable actions, this study presents a deeper insight into the gifted student’s thoughts, difficulties, and strategies regarding the working principle of divisibility rules. Design/Methodology/Approach: The data was obtained from a 9th-grade gifted high school student through clinical interviews in a case study research design. The data were analyzed using the RBC+C abstraction theoretical framework's epistemic actions: Recognizing, Building-with, Constructing, and Consolidating. Findings: The gifted student could recognize and use the necessary prior knowledge about divisibility to abstract the divisibility rules. In the construction process, the student explored the complex divisibility rules based on the place values of numbers with different digits. Highlights: The student needed guidance in the process of creating more complex divisibility rules. With the researcher's help, the student could understand even more complicated divisibility rules and consolidate the cognitive way.

Introducción: el estudio de la participación deportiva entre la población de altas capacidades intelectuales se ha desarrollado muy tardíamente, debido en parte a una tradicional concepción cartesiana del ser humano. Objetivo: este estudio pretende aportar conocimiento a esta temática, analizando los hábitos deportivos de una población joven con altas capacidades intelectuales en relación con la inteligencia verbal y no verbal. Metodología: en el mismo participaron 128 jóvenes de entre 14 y 25 años identificados con altas capacidades intelectuales, quienes respondieron a un cuestionario que incorporaba datos sociodemográficos y de hábitos deportivos, así como la evaluación de la inteligencia mediante un test breve, y dos escalas para medir el disfrute en la práctica de actividades físicas y la autoeficacia motriz. Resultados: entre los resultados destaca que los jóvenes de altas capacidades, deportivamente, siguen tendencias similares a las de su grupo de edad. No se encontraron correlaciones significativas entre las variables relacionadas con la inteligencia y la capacidad espacial motriz tal como se planteaba en la hipótesis. Sin embargo, sí se encontraron relaciones significativas entre disfrute con la práctica y autoeficacia motriz, así como en el modelo centrado en el factor verbal y en la capacidad espacial motriz; es decir que, a mayor nivel de razonamiento verbal, mayor capacidad espacial motriz. Conclusiones: este estudio puede contribuir a una mejor incorporación de la población de altas capacidades a las actividades físico-deportivas, promoviendo de esta forma su desarrollo integral.