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The study of gifts and talents and how various innate abilities interact with one’s environment, personality, educational opportunities, family support, and life experiences has fascinated psychologists, educators, and parents for decades. Many are intrigued with the reasons that one child with remarkably high potential born into a particular family in a particular environment grows up to become a neurosurgeon while a child of similar intellectual potential who lives in the same community and attends the same schools decides to drop out of high school. What have researchers and scholars learned in the past few decades about the nature of talent development and intellectual giftedness? What general concepts are widely accepted about intellectual giftedness? How is it defined and how can it be developed? What combinations of genetic abilities and talents interact with one’s personality and environment to produce intellectual giftedness? In this chapter, these questions, none of which can be answered simply, are discussed and current research about intellectual giftedness is summarized. As the research reviewed in this chapter points out, core concepts about giftedness relate to the diversity of expression of gifts and talents, as there are no more varied groups of people than those labeled intellectually gifted. Those labeled gifted as children and/or adults are found in every ethnic and socioeconomic group and culture. They exhibit an unlimited range of personal and learning characteristics and differ in effort, temperament, educational and vocational attainment, productivity, creativity, risk taking, introversion, and extraversion. We begin our review of research related to intellectual giftedness with a discussion of these themes, summarizing highlights about research on intellectual giftedness in the United States, including some work that is considered seminal, and presenting an overview of what we believe to be some interesting and potentially important theories to date. We conclude the chapter with some interesting new research-based trends related to emerging ideas in defining and developing academic gifts and talents. It is important to understand, however, that scholars and researchers continue to debate definitions of giftedness, how intellectual giftedness develops, and the characteristics of diverse groups of high-potential youth that will help educators and psychologists to identify and nurture intellectual gifts and talents. To illustrate the challenges associated with both defining and identifying giftedness in students, four brief case studies are introduced. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The concept of 'twice-exceptionality', defined as children who have both unique cognitive capacity (i.e., giftedness or talent) and mental or physical disability, was coined more than four decades ago when programs were being developed that aimed to address the needs of gifted children with specific learning disorders or other disabilities. In recent years, there has been growing attention to the complexity of "twice-exceptional" children, and while there is still debate regarding the conceptual definition and clinical assessment of the term 'twice exceptional', children who are academically gifted or talented (GT) and diagnosed with attention deficit hyperactivity disorder (ADHD) pose a great challenge for researchers and mental health practitioners. This chapter emphasizes the clinical complexity exhibited by these children and suggests that framing this topic within a well-established motivational theory can enhance the understanding of this specific phenomenon and create a more unified approach to the study of the characteristics, implications, and interventions pertinent to this subgroup of twice-exceptional children. The main reason to focus on children who are both GT and have ADHD is that their symptomology is often manifested in a very complex pattern. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter offers both statistical data and potential reasons explaining the gender gap between parents of boys and girls seeking help for their gifted children. The issue of gender and giftedness has been a "hot" one both in the scientific literature of giftedness and in the media for many decades. It has been discussed in educational and psychological debates, as well as among policy-makers in all countries that deal with the subject of gifted education. One of the main questions has been: why are less girls than boys identified as gifted? This important issue has substantially contributed to the academic careers of many social scientists, mainly educators and psychologists. The chapter presents an in-depth analysis of all girls' parents who contacted the author in the years 2014; some comparisons will be made with those who contacted the author during the next year, 2015, and in a few cases also with those seeking help for their gifted daughters during the whole 2010-2019 decade. As the number of parents contacting the author each year was well over 100, it presents some general conclusions regarding the girls' age, gender, nature of the problem, etc. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The chapter emphasizes on charismatic children who are in the Autism Spectrum. Gifted children are often referred to as twice-exceptional, a specific term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. Furthermore, the purpose of this chapter is to reassert the challenge to identify and support twice-exceptional children during their early educational years. Developing individualized educational and intervention approaches for these children and their families is a need in order to help them reach their full potentials. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In 2009, Sonia Sotomayor made history as the first Latina and the third female Supreme Court Justice since 1789. Sotomayor’s journey took her from a single-parent home in a Bronx housing project to the Supreme Court. Although many women of color have succeeded, very little is known about their stories and what helped them to become accomplished (Kitano, 1998). Based on the Productive Giftedness Model (Paik, 2013, 2015), this chapter discusses key factors that led to Sotomayor’s success. As a biographical case study, content analyses helped determine key themes throughout her school and life experiences. Sotomayor exhibited “productive giftedness” early on through her achievements, determination, and skills, which led to productive outcomes such as academic excellence, awards, prestigious schools, and leadership opportunities (Paik, 2013). Key findings and implications include individual, instructional, and environmental factors such as motivation, family and school support, teachers, mentors, peers, and contextual factors. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: chapter)

This chapter provides an overview on recent thinking about gifted and talented children and youth. The chapter briefly discusses a history of gifted education and then tackles some big picture issues and future possibilities. The chapter addresses a number of questions, including the following: Who are the gifted? How are gifted identified? Is giftedness domain-specific or domain-general? How malleable is giftedness? Does giftedness represent a qualitative or quantitative difference? How does the concept of expertise fit into gifted education? The chapter concludes with future directions and challenges facing the gifted field. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The Law of the Republic of Indonesia No. 20 of 2003 on the National Education System requires the government to provide special educational services for citizens with extraordinary intelligence and talents. These citizens are known as gifted people who are capable of high-quality performance because of their above-average intelligence and creativity, and their high level of task commitment (Renzulli, 1978). Unfortunately, Indonesia still has no specific measurement tool to assess the third trait of giftedness in junior high school students; namely, task commitment. A task commitment measurement tool is needed to filter gifted students out of whole population so that they can successfully participate in the available special education services. Therefore, the goal of this study is to create a new Task Commitment Scale specifically for junior high school students. From our data analysis, we found that the 35-item Task Commitment Scale we constructed has a desirable reliability of α = 0.884, cr it = 0.200 to 0.627, and factor loading of 0.22-0.88. All the findings of the test properties, applicability, and limitations are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Academic procrastination is an important issue because it has been found to be associated with poor psychological outcomes in childhood including educational underachievement as well as school maladjustment (e.g., Howell et al., Pers Individ Dif 40:1519–1530, 2006; Kim and Seo, Pers Individ Dif 82:26–33, 2015). The external and internal worlds of young people contribute to the growing numbers of students who procrastinate at doing assigned schoolwork and as a result achieve far lower results than they are capable of. In some countries, educational underachievement as distinct from achievement continues to be of great concern and to some extent researched. Demographic factors researched as being associated with underachievement include gender, ethnicity, intellectual giftedness, and socioeconomic disadvantage (Banerjee, J Cogent Educ 3:1–17, 2016; Ozer et al., J Soc Psychol 149:241–257, 2009). This chapter defines educational underachievement and reviews different types of underachievers, with significant attention placed on a rational emotive behavior therapy (REBT) analysis of academic procrastination and underachievement. A number of case studies that illustrate how REBT can be used to overcome the different types educational underachievement and to combat procrastination are presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

Gifted education in the United States is not a high priority. Federal funding is allocated primarily through the Javits Act, a federal initiative that funds intervention research aimed at traditionally underserved populations of gifted learners. Poverty has many deleterious effects on children, and these can begin at birth. The achievement gap is present at the start of school and persists through all levels of schooling. This chapter provides several strategies for schools to use in operationalizing giftedness using a talent development framework. Very often, schools or districts rely on teachers to recommend students for gifted services as either a first step in their identification protocol or as a major component in the identification process. The field of gifted education has tended to approach programming with a one-size-fits-all strategy. Schools can help students envision a future trajectory and identity within their talent area by exposing them to professionals that share their educational and career paths. The image associated with school psychology and gifted education is typically an IQ test. School psychology training includes the limitations of individual test scores, the understanding of potential, and the important role that culture and identity can play in performance outcomes. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)