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This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Presents an interview with Steven Pfeiffer, a popular speaker on how to raise successful and psychologically well-adjusted gifted kids. Prior to his tenure at FSU, Dr. Pfeiffer was a Professor at Duke University, where he served as Executive Director of Duke’s gifted program. He also served as Director of Devereux’s Institute of Clinical Training & Research, headquartered in Villanova, PA. Dr. Pfeiffer has worked as a Pediatric Psychologist at the Ochsner Clinic and Medical Center in New Orleans, and as a Clinical Psychologist in the U.S. Navy Medical Service Corps. Author of over 200 articles and book chapters, he is lead author of the Gifted Rating Scales (2003; 2020). For many years an advocate for children’s socioemotional needs, Dr. Pfeiffer has testified at the White House and before the Italian Parliament. Eminent scholar Alan Kaufman of Yale University considers Steven Pfeiffer, “Among the small group of the world’s leading experts in the (gifted) field…” (PsycInfo Database Record (c) 2021 APA, all rights reserved)

There are difficulties regarding the identification of twice-exceptional students in Turkey. These children can be identified properly by way of multidimensional assessment. The purpose of the present study was to examine through family interviews, child interviews, products of the child and non-verbal intelligence tests the areas of difficulty and ability areas for Alp who has a probability of being identified with learning disabilities and giftedness. A single-subject case study model has been utilised for the study. Semi-structured interview form was applied during the study to acquire the opinions of the family. Study sample analysis and reading fluency activities were carried out in order to analyse the difficulties in reading and writing. Non-verbal intelligence tests were applied for identifying non-verbal cognitive ability. Expert opinions were taken for examining the products of the child. Based on the acquired findings, it was concluded that Alp can be a twice exceptional child. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

This study examined if personality types of gifted students predicted their psychiatric symptoms and if the type of giftedness and gender moderated the relationship between the personality and psychiatric manifestations. The Murphy-Meisgeir Type Indicator for Children and the Minnesota Multiphasic Personality Inventory-Adolescent were used to measure the personality types and psychiatric symptoms of 232 gifted middle-school students in South Korea. Results found that introversion predicted all of the symptoms but hypomania. Intuition predicted the symptoms of psychopathic deviance and schizophrenia and feeling predicted those of depression and conversion hysteria. Other predictive relationships were found between perceiving and hypomania and between judging and depression and social introversion. Creatively gifted students with introverted and intuitive personality types exhibited several symptoms than were academically gifted students of the same personality. Regarding gender, introverted males were more vulnerable to psychiatric symptoms compared to introverted females, and perceptive females had a higher chance to show hypomania than perceptive males. This study supported that personality characteristics partly accounted for the indications of psychological distress among gifted students. Further studies need to examine causal relationships between the two and to corroborate the current results involving adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

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)

In this article, we introduce a systemic framework for the development of learning potential to professional excellence inspired by the Actiotope model of giftedness. First, we critically reflect on three theoretical approaches representing different psychological constructions of learning potential. We label these approaches theories of giftedness, theories of practice, and theories of motivation. We explore contradictory ways in which these theories construct key factors that determine the successful development of human potential. Based on this comparison, we discuss the limitations of these theories stemming from their philosophical, methodological, and ideological backgrounds, including disproportionate emphasis on selected developmental factors, implicit one-way causality, and the dominant role of an individual over social influences. We further argue that the contradictory conclusions of these approaches may be reconciled within a systemic framework that acknowledges the reciprocal interactions between the key developmental factors proposed by these approaches, including learning outcomes, achievement motivation, practice and the social environment (including developmental resources and demands). We apply our systemic model in the context of the development of academic careers, in which we document the importance of the proposed components and how their interactions result in the processes of “cumulative advantage”, as well as the context-dependency of the model. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

There are different views on whether perfectionism is a characteristic of intellectually gifted students. Over the last decades, comparative studies of intellectually gifted and non-gifted students have produced inconsistent results. This heterogeneity in findings might be explained by underpowered studies and the multidimensional nature of perfectionism, comprising two broader dimensions: perfectionistic concerns and perfectionistic strivings. Whereas perfectionistic concerns are clearly maladaptive, perfectionistic strivings frequently positively relate to academic and psychological adjustment. We meta-analytically aggregated 32 effect sizes from 10 comparative studies ( N = 4340) to investigate to what extent intellectually gifted and non-gifted students differ in perfectionistic concerns and perfectionistic strivings. Intellectually gifted students displayed equal levels of perfectionistic concerns compared to non-gifted students ( g = −0.117, 95% CI [−0.337, 0.103], p = .252) but displayed elevated levels of perfectionistic strivings ( g = 0.332, 95% CI [0.092, 0.572], p = .012). The magnitude of the effect sizes indicates that perfectionism is not a core characteristic of giftedness. In particular, giftedness is not related to inherently maladaptive forms of perfectionism. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Few studies have examined the self-perceptions of autistic adults. This study aimed firstly to investigate domain-specific self-concepts and global self-esteem in autistic adults. The second aim was to examine associations between autism self-appraisals, perceived social support and global self-concept and self-esteem. The third was to determine which domains of self-concept were most closely associated with self-esteem. Participants included 71 autistic adults aged 18–70 years and 65 age, sex and education matched typically developing individuals. Participants completed an online survey of autism characteristics, global self-esteem and domain-specific self-concepts (i.e. likeability, task accomplishment, power, giftedness, invulnerability, and morality), self-appraisals about autism, and perceived social support. Autistic participants reported significantly lower power and global self-esteem than typically developing individuals after controlling for autism characteristics. More positive self-appraisals about autism (i.e. greater perceived benefits and lower helplessness) were significantly related to better global self-concept and self-esteem. Global self-esteem was significantly and positively associated with perceptions of giftedness, emotional resilience and power. These findings suggest that autistic adults may perceive themselves as having a low sense of power in their relationships and have negative global perceptions of their self-worth. However, those able to find positive meaning or benefits associated with autism are likely to have more positive global self-perceptions. This study provides new insights into how autistic adults perceive themselves which may guide the focus of psychosocial interventions that seek to recognize and promote unique talents and emotional resilience. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The term »giftedness« triggers a variety of stereotyped ideas (for example, the little Mozart) in each of us. Depictions of the highly gifted take rarely socio-emotional aspects associated with this integral personality trait into account. The peculiarities in the processes of perception, thinking and feeling of a highly gifted person often lead to everyday difficulties or abnormalities. This happens primarily when the person in question or their parents are unaware of the particular predisposition and any impending adjustment difficulties may begin to manifest in the context of psychiatric diagnoses. The present article is based on a concept of talent, which is to be understood in high accordance with the concept of »high sensitivity«. In addition, the author conceptualizes concrete aspects of intervention that are used in her music therapy work with giftedness and high sensitivity. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalDer Begriff »Hochbegabung« (HB) löst in jedem von uns eine Vielzahl klischeebesetzter Vor-stellungen aus (z.B. der kleine Mozart). Nur selten berücksichtigen Darstellungen über Hoch-begabte sozio-emotionale Aspekte, welche mit diesem integralen Persönlichkeitsmerkmal einhergehen. Die Besonderheiten in den Wahrnehmungs-, Denk- und Empfindungsprozes-sen einer hochbegabten Person führen nämlich nicht selten zu Alltagsschwierigkeiten oder-auffälligkeiten. Dies geschieht in erster Linie, wenn die betreffende Person oder deren Eltern nichts von der besonderen Veranlagung wissen und sich anbahnende Anpassungsschwie-rigkeiten ggf. bereits im Kontext psychiatrischer Diagnosen beginnen zu manifestieren. Der vorliegende Beitrag legt einen Begabungsbegriff zugrunde, der in hoher Übereinstimmung mit dem Konzept der »Hochsensitivität« (HS) zu verstehen ist. Zudem konzeptualisiert die Autorin konkrete Interventionsaspekte, die in ihrer musiktherapeutischen Arbeit mit HS und HB zur Anwendung kommen. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The aim the current research was to investigate the evidence of validity based on relationship with other variables—concurrent criterion validity of the Scale to Identify Giftedness Characteristics (SIGC). The sample was composed by two groups. 405 students from a city of São Paulo State composed the control group and 80 children from Santa Catarina and Distrito Federal States, which attended the NAAH/S and a resource classroom to gifted children constituted the criterion group. The participants answered the SIGC and the results indicated higher averages obtained by the criterion group. The results showed that the scale discriminates the groups with or without giftedness indicators. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalO objetivo desse estudo foi investigar evidências de validade baseadas nas relações com outras variáveis – validade de critério concorrente para a Escala de Identificação de Características associadas às Altas Habilidades/Superdotação (EICAH/S). A amostra foi composta por dois grupos, sendo que 405 estudantes de uma cidade do interior do Estado de São Paulo compuseram o grupo controle e 80 crianças provenientes dos Estados de Santa Catarina e Distrito Federal que frequentavam o NAAH/S e as salas de recursos de atendimento às altas habilidades/superdotação (AH/S) constituíram o grupo critério. Os participantes responderam à EICAH/S, cujos resultados apontaram para médias significativamente superiores a favor do grupo critério nos dois fatores (cognitivo e socioemocional) e na pontuação total da escala, demostrando a eficácia da escala em discriminar os indivíduos com e sem indicadores de AH/S. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Ghana is a rapidly developing West African country whose goal is to build a prosperous economy reliant on innovation and technology. Identifying and developing talent in the school system will play a role in achieving this goal; however, there is limited research on the status of gifted education and talent development in Ghana. This study investigated ten Junior High school mathematics and science teachers’ beliefs about giftedness and the strategies they proposed to develop gifted students’ potential into talent. The study drew on data from semi-structured interviews and lesson plans. The findings revealed that teachers had scant knowledge about giftedness and appropriate gifted education strategies. Respondents misconstrued differentiation and acceleration strategies and disregarded their use in developing the gifted. The study highlights the need for the development of a formal policy on gifted education, and the implementation of teacher education programmes that address teachers’ beliefs and knowledge about the gifted and gifted education strategies. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The actiotope model of giftedness (AMG) highlights the interactions between the individual and the environment. Educational and learning capital (ELC) are essential resources that promote the development of excellence. The study objectives were to examine the contribution of educational capital (EC), learning capital (LC), and general intelligence (GI) to scholastic achievements (SA) of school age students, and to examine whether the effect of EC on GI and SA is mediated by LC. Two hundred, fifth grade, students completed GI and mathematical achievement tests. Teachers completed the teacher’s checklist for each student participant and students’ school grades in mathematics, science, language, and English were collected. Results demonstrated that GI, EC, and LC contributed, altogether, 80% to the prediction of SA, the contribution of LC being higher. Moreover, contribution of EC to SA was mediated by LC. The study corroborates the AMG by demonstrating that both the environment and the individual control the ability to reach excellence and giftedness. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Stereotypes influence teachers’ perception of and behaviour towards students, thus shaping students’ learning opportunities. The present study investigated how 315 Australian pre-service teachers’ stereotypes about giftedness and gender are related to their perception of students’ intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers’ responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students’ adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers’ beliefs. Consequences of stereotyping and implications for teacher education are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

This article presents a commentary on the 21 st-century perspectives on the special issue on Rethinking Human Potential for the Journal for the Education of the Gifted. This special issue can be seen as another effort to help the field find a set of assumptions about the nature of giftedness to guide its practices in the 21 st century. The fact that this special issue focuses on “human potential” and not giftedness and/ or talent immediately tells us that very broad issues will be examined, that big questions will be posed, and that the possible answers to these questions may shake the foundations of the established field. Indeed, that may be the goal of this special issue. The contributors all give credit to the century of work in the field that preceded them and see their efforts as building on the valued work of their predecessor. This special issue honors Howard Gardner’s work and its impact on education, including education of the gifted. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Rather than considering human potential in terms of an unrealized desired state, what if we framed it as gaining momentum in worthy long-term pursuits? This conceptual article, integrating ideas and findings from several scholarly literatures, explores how life purpose can serve as a meaningful, intentional guide for individuals, especially youth, to direct their other potentials into prosocial contributions to society. The argument (a) considers life purpose itself as a form of intrapersonal giftedness different from academic giftedness; (b) describes how life purpose could include distinctions of further potentials: coherence among purpose dimensions, influence on different life domains, reach of others impacted by the youths’ contributions, emphasis to change society, and precocious emergence of purpose’s dimensions and distinctions; and (c) muses how life purpose’s directing of other potentials might become a potential that could be realized by all youth. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

The importance of individualized work with gifted students has been acknowledged in both domestic and international environments, and the process of gifted student identification is a professionally demanding one. The Slovene Concept of Identifying and Working with Gifted Students, which has been internationally cited as an example of good practice, is currently being renewed. Psychologists should simultaneously secure methodologically sound instruments for the teachers to assess giftedness in students, as they are indispensable in identifying the gifted in educational settings. In the present article, we describe the process of translation and adaptation of the Gifted Rating Scales GRS-S (Pfeiffer & Jarosewich, 2003) into Slovene. The scales could be used by teachers and other mentors to assess their students’ potentials and abilities in areas of intellectual and academic ability, creativity, artistic talent, leadership, and motivation. We looked into the psychometric characteristics of the scales, gathered the raters’ comments about them, and conducted a convergent validity analysis with the currently used Scales for the Teacher’s Assessment of Giftedness (OLNAD07). Thirty-six teachers from around Slovenia participated in the study and rated the giftedness of 175 4th grade students. The translated scales exhibit good psychometric characteristics (high internal consistency, criterion validity, factorial structure) and satisfactory convergent validity with OLNAD07. While the participating teachers are in general wary of the present instrument, they feel the proposed GRS-S scales are more suitable for use in the identification process. We thus propose a standardization study to be conducted with a larger sample and we propose the possibility of implementing the scales into the process of working with the gifted in Slovenia. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalPostopek prepoznavanja nadarjenih je strokovno zahtevno opravilo, delo z nadarjenimi učenci pa v domačem in mednarodnem okolju prepoznano kot izjemno pomembno. Slovenski Koncept odkrivanja in dela z nadarjenimi je tudi v tujini prepoznan kot primer dobre prakse, trenutno pa poteka njegova prenova. Vzporedno s pripravo prenovljenega Koncepta odkrivanja in dela z nadarjenimi bi morali psihologi zagotoviti tudi metodološko ustrezne pripomočke za učiteljevo oceno nadarjenosti učencev. Ker so v šolskem okolju prav učitelji ključni pri identifikaciji nadarjenih učencev, v članku opisujeva postopek prevoda in priredbe Lestvic za ocenjevanje nadarjenosti GRS-S (Pfeiffer in Jarosewich, 2003), ki jih za ocenjevanje na področjih intelektualnih sposobnosti, učne učinkovitosti, ustvarjalnosti, umetniških talentov, vodstvenih sposobnosti in motivacije lahko uporabljajo učitelji ali drugi mentorji. Poleg preverjanja merskih značilnosti sva zbrala še mnenja ocenjevalcev in izvedla konvergentno preverjanje veljavnosti z obstoječimi Ocenjevalnimi lestvicami za oceno nadarjenosti učenca (OLNAD07). V študiji je sodelovalo 36 učiteljev razrednega pouka iz vse Slovenije, ki so skupaj ocenili 175 učencev četrtega razreda osnovne šole. Rezultati kažejo na ustrezne psihometrične značilnosti prevedenih lestvic (visoka notranja skladnost, kriterijska veljavnost, ustrezna faktorska struktura) in ustrezno konvergentno veljavnost pri primerjavi z OLNAD07. Do slednjih so učitelji precej kritični, predlagane lestvice GRS-S pa ocenjujejo kot primernejši pripomoček za ocenjevanje nadarjenosti. V zaključku predlagava izvedbo standardizacijske študije pri večjem vzorcu in morebitno vpeljavo lestvic v postopek identifikacije nadarjenih. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that a lack of gifted‐specific coursework in teacher preparation programs may sustain ill‐formed preconceptions regarding giftedness, leading new teachers to rely on bias and stereotypic thinking when nominating students for gifted identification. Furthermore, deficit thinking and colorblind racial attitudes may interfere with the implementation of culture‐fair identification practices and the implementation of multicultural pedagogy meant to elicit unique strengths and engage culturally diverse students. This article explores these barriers to equitable programming and concludes with broad recommendations for school psychologists in advocating for traditionally underrepresented gifted students. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Dr. Ugur Sak is the founding Director of the Center for Research and Practice for High Ability Education and professor of gifted education studies at Anadolu University. He is the editor of the Turkish Journal of Giftedness and Education, and has been on advisory and executive boards of international associations in gifted education. His research has been published in major journals of creativity and giftedness. In this interview, Dr. Sak discusses a new test of intelligence and reviews the processes and procedures in terms of its standardization. He reviews validity and reliability information as well as standardization and utilization of the test. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Gifted children are an extremely precious resource. But what does it mean to be gifted? Ellen Winner has devoted much of her career to addressing this question. In this essay, I argue that our society misdefines giftedness, placing undue emphasis on analytical skills. Moreover, the problem is getting worse. Amplifying factors in society are narrowing rather than broadening our definition of giftedness. I discuss what is happening, why, and what we can do about it. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The development of research on giftedness and on psychological characteristics of the genius could have been limited by the ambiguities present in the field. In fact, giftedness has been referred sometimes to individuals with a high Full Scale Intelligence Quotient, but other times to people with a very high competence in a particular domain. The present paper argues that general intelligence, talent, creativity and genius must be distinguished. In particular, very high general intelligence and very high talent can be understood only within a hierarchical theory of intelligence and the psychological profile of a genius typically involves also creativity and other personality characteristics. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl modesto sviluppo della ricerca sulla plusdotazione ( giftedness) e sulle caratteristiche psicologiche del genio potrebbe anche essere dovuto al fatto che il campo è stato diversamente definito. Infatti talora si è fatto riferimento ad una popolazione con alto Quoziente di Intelligenza Totale, talora invece a popolazioni che presentano un’alta dotazione in ambiti specifici. Il presente intervento parte dalla ipotesi che intelligenza generale, talento, creatività, e personalità geniale vadano distinti. In particolare, superdotazione intellettiva e alto talento possono essere compresi solo all’interno di una teoria gerarchica dell’intelligenza e il profilo psicologico del genio implica tipicamente anche creatività e altre caratteristiche di personalità. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)