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The purpose of this study was to explore resilience and vulnerabilities of gifted students in the face of bullying. For this purpose, qualitative methodology was preferred. The data of the study were gathered via semi-structured interviews with 13 gifted students (10 females and 3 males). The gifted students were interviewed separately, and the transcribed data were analyzed by using thematic analysis method. The codes and themes that emerged from the data were shaped regarding the research questions and related literature. The results discovered from the data explained four main themes: bullying experience, support system, gifted identity, and coping strategies. The findings of the study revealed that gifted students were mainly victimized in the form of verbal bullying and exclusion. Bullying victimization has serious behavioral, emotional, and psychological consequences for gifted students. Moreover, jealousy, academic achievement, teachers' attitudes, and competitive environments are the main reasons gifted students were victimized. Victimization that gifted students experienced generally took place in heterogeneous classroom environments. Results indicated that peers, parents, and teachers of gifted students were also important sources of resilience. The study underlined that there is limited knowledge and awareness regarding the problem of bullying among gifted students. The findings were discussed and interpreted in light of the data gathered and the related literature. Implications for further research and psychological counseling practices were discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of Black students? and (3) How do Black educators define Black Genius? Data sources included a quantitative comparison of three achievement variables from 56 school districts over two cohort years (2017/2018–2021/2022), a questionnaire, and document analyses. "Groundtruthing" (Pérez Huber et al., 2018) was also used to verify the data with 23 Black educators. Findings revealed a lack of any strong correlation between the state standardized test to other, more meaningful outcomes for Black students. The study proffers three terms to frame the issue more accurately: Achievement Distortion, Connection Gap, and Black Genius. Groundtruthed by Black educators, Black Genius is defined as an intelligence that exists outside of the traditional, status quo, Western conceptualization of intelligence. Black Genius is rooted in Black community, consciousness, and our collective history, propelling Black people to achieve, persist, and make progress in the face of persistent anti-Blackness. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

While the exact prevalence of psychopathological misdiagnosis in gifted children is unknown, it is an occurrence within the gifted population (Amend & Beljan, 2009; Batstra et al., 2012; Bishop & Rinn, 2019; Bishop & Rinn, 2020; Coon, 2014; Webb et al., 2016). However, there is a gap in the literature related to psychopathological misdiagnosis specific to gifted males. (Desmet & Pereira, 2021; Ecklund et al., 2014; Eren et al., 2018; Neu & Weinfeld, 2007; OECD, 2015; Preckel et al., 2015; Watts, 2022). This transcendental phenomenological study leveraged Bronfenbrenner's Bioecological Model for Human Development (Bronfenbrenner & Morris, 2006) as a theoretical framework and Greenspoon and Saklofske's (2001) Dual Factor Model of Mental Health as a conceptual framework to help in understanding, analyzing, and interpreting the experience of a psychopathological misdiagnosis in gifted men. The four themes that were revealed during this study were Precipitating Event/Conflict Within the Home at Time of Misdiagnosis, Similar External Behaviors at Time of Misdiagnosis, High Psychopathology at Time of Misdiagnosis, and Positive Disintegration. A smaller sub-theme, I am Autistic, was also identified. For this study, based on the experiences of the five gifted men who participated, the essence of psychopathological misdiagnosis involved perseverance to shift from high psychopathology and disintegration to reflection and introspection, self-actualization, authenticity, and well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Despite the Brown v Board of Education (1954) ruling that dismantled segregation in public schools, discriminatory practices persist into the 21st century. Black and Hispanic students in America continue to face barriers to enrollment in gifted and talented programs in urban public schools. This underrepresentation raises concerns about educational equity and access, as these students are often denied opportunities due to racial disparities, unfair recommendation and recruitment practices, teacher implicit bias, and structural racism. In this quantitative study, teachers' perceptions regarding educational equity and access to gifted education for Black and Hispanic students were examined. Using the Racism and Inequity Beliefs Questionnaire, sixteen respondents shared their perspectives on inequities in the referral process for gifted programs. Snowball sampling was employed to gather data on teachers' perceptions. Results are reported using descriptive statistics and were interpreted to answer the four research questions. The findings highlight ongoing challenges and disparities in the referral process for minority students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The aim of this study is to investigate the cognitive modeling competencies of elementary gifted students when they are engaged in engineering-based model eliciting activities. In this study, the case study method was employed. Participants of the study are 19 elementary gifted students between the ages of 9 and 12 who attend at the Science and Art Center in Ankara. Purposive sampling method was used to determine the participants. Six groups received three engineering-based model eliciting activities developed within the scope of this study over a period of five weeks, each activity to two groups in a classroom setting. The engineering-based model eliciting activities, video and audio recordings of group works, student worksheets, observer's field notes and group interviews were used as data collection tools in this study. The data obtained from this study were analyzed based on de Villier's (2018) classification of modeling competencies framework and the group modeling competency observation guide. In accordance with the findings of this study, the mentioned framework and guideline have been expanded. In this regard, it has been determined that the cognitive modeling competencies of elementary gifted students as a group are mostly exemplary level, and that some groups demonstrate proficient level of sub-modeling competencies in some activities. Based on the findings of this study, it can be concluded that engineering-based model eliciting activities can be used as enrichment tools that allow elementary gifted students to reveal their potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Research to date has shown that a particular information literacy framework - consisting of six information skills- has had a favourable impact on the learning of students in mixed ability classes, and on students with learning difficulties. The current research investigates the impact of an information literacy framework on the learning of students at secondary school who were identified as being gifted. Owing to the nature of the school at which the research was conducted, the participants were female. The research context was a curriculum area with aims similar in spirit to the six information skills. The researcher found in Vygotsky's (1975) Zone of Proximal Development [ZPD] a theoretical framework that would contribute to the credibility of the research. That essentially was looking at a new state that resulted from a mediating factor being applied to the original state. Expressed as an equation this might read (C = A + B), where A indicated the girls as users of information at the start of the research, B indicated the intensive exposure of the girls to an information literacy framework, and C indicated the girls as utilisers of information at the end of the research. The researcher was informed by Moore's (1995) findings that research within the learning framework would increase knowledge of how the information skills are used contextually and in practice and chose to work in the qualitative paradigm. Consideration of both Yin's (1994) definition of a case study and Miles and Huberman's (1994) recurring features of a case study confirmed the appropriateness of the case study (Type IV embedded, multiple case study). Data were collected over four years, with the concentration being in a three term period. Instruments were varied and included taped interviews, open-ended questions, comparative exercises, research tasks and journals. The data were analysed qualitatively, and findings were presented in vignettes (Lawrence-Lightfoot and Hoffman Davis, 1997).The study found that the information literacy framework had a favourable impact on each of the girls, both in their learning and in personal areas such as self-esteem. These finding were consistent for each of the skills as discrete units and as parts of an information utilisation process. The findings of the research raise implications for curriculum design, the education of gifted students, education for lifelong learning, employment of teachers, assistance for the development of reluctant teachers of gifted students, and matters of duty of care, equity and litigation. The research also identifies areas in which further research can be conducted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This study appears to be the first of its kind to adopt a comprehensive multi-pronged approach to investigate the perceptions of trained teachers, general school teachers and parents about gifted education in Hong Kong. The study also involved the input of local experts from multiple disciplines, who contributed their local, expert comments on the findings and gave their expert opinion about how gifted education might be further developed in Hong Kong. The significance of the research is to provide a better understanding of the factors that underpin the effective implementation of gifted education in Hong Kong and how the educational needs of gifted students in the future may be better served. The methodological research approach was mainly empirical analytic The subjects included trained teachers of gifted education, general school teachers with no prior gifted education training, local parents and five local experts of gifted education in Hong Kong. The 101 subjects were all obtained by convenience samples of volunteered participants. The research instruments developed, involved three separate sets of gifted education survey questionnaires: one was for use with both the general school teachers and trained teachers, another one for use with the parents and a third questionnaire for experts, during their semi-structured interviews with the researcher. Both quantitative and qualitative data were obtained from the samples. The study revealed a fairly low awareness about the common characteristics of the gifted and their possible learning disabilities, of general school teachers and parents as compared with trained teachers. It also revealed a somewhat low awareness in each group about the Hong Kong Government policy as well as the operation of gifted education in Hong Kong schools. More specifically, the critical factors used by the three respondent groups to initiate a referral of suspected gifted student for confirmatory assessment included, "highly creative", "superior in mathematical reasoning ability" and "intellectual curiosity". The education practices that each group perceived as helpful for identifying gifted students and as helpful for teaching/assisting and developing gifted students were described and discussed. The respondent groups' perception of the common progress and hindrances to gifted education and of how teachers and parents can help in the education of gifted students were also discussed. The views of local experts in gifted education about this study's findings and how the education needs of gifted / learning disabled students would be better served were then examined and discussed. The thesis also examines the issues concerned with practical recommendations about the effective implementation of future school-based gifted education in Hong Kong and how the educational needs of gifted students may be better served. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

An increasing number of students in the United States identify as Hispanic or Latino/a. These students enter American classrooms from varying backgrounds with diverse talents. Many of these students are proficient in at least two languages. Unfortunately, Hispanic students are underrepresented in gifted and talented programs, nationwide. The present study contributes to the limited empirical research on talented, biliterate, Hispanic, first-generation, and second-generation immigrant students by investigating strength-based factors (i.e., academic resilience, biliteracy, and school belonging) using both quantitative and qualitative evidence. Quantitative data from 30 bilingual Hispanic high school students were collected through an online survey with items measuring academic resilience and school belonging. Survey respondents resided across eight states in the United States with family origins in Mexico, Honduras, Colombia, El Salvador, Guatemala, and Peru. Two one-way Multivariate Analysis of Variance (MANOVA) tests were conducted to examine whether there were differences between groups of Hispanic students (gifted vs. general cohort and U.S.-born vs. foreign-born). Quantitative results indicated that students who reported previous and/or current participation in gifted programs attained higher levels of academic resilience and school belonging, than those who reported no participation in gifted programs. Additionally, students who reported being born in the United States attained higher levels of academic resilience and school belonging, when compared to students who reported being born in Spanish-speaking countries. Additionally, qualitative data were collected through email interviews from nine Hispanic students who reported previous and/or current participation in gifted programs, with family origins in Mexico, Guatemala, and El Salvador. First cycle line-by-line coding produced 264 In Vivo, Process, Descriptive, and Emotion codes. Second cycle coding using Structural codes for larger data segments produced 15 codes, and the following three themes emerged: Bilingual Experience, Academic Resilience, Opinions About School. Convergent findings, practical implications, and recommendations are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This phenomenological qualitative study addressed The Experience of Being Gifted and Talented From the Perspective of Adolescents. The literature review supported the idea that there are many facets to an individual's experience of self and their place within different groups. Factors like identity development, social and emotional development, formation of friendships, and the experience of bullying are all parts of an adolescent's daily experience. The researcher recruited participants who met criteria for participation and then conducted interviews over Zoom. The study was open to all gifted and talented adolescents who were between the ages of 11 and 13. Seven participants' interviews were utilized to help deepen the understanding of the phenomenon of giftedness and the experience of self through the transcendental phenomenological model of inquiry. The interviews revealed that gifted and talented youth seemed to focus most of their attention on the following textural themes: (a) Desire to be True to Oneself, (b) Desire to Have the Opportunity to be Creative or Follow Passions, (c) Desire to be Treated Like or Viewed as Any Other Person, (d) Desire to be Challenged in Ways That Feel Fulfilling. These textural themes in turn represented the structural themes of temporality, relationship to self, and relationship to others. The overall parting message that the participants shared was the sentiment that they wanted to be viewed and appreciated for the qualities they possessed beyond giftedness. Most of the gifted and talented adolescents shared that giftedness was simply the way they received and processed information and that the other parts of their identity were just as valuable and important than just intelligence. The deeper understanding of gifted and talented adolescents' experience of self has provided rich information that can be utilized by family members, teachers, and counselors to better relate to and support the development of gifted and talented young people. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Known for decades but with minimal change, the underrepresentation of minority and low socioeconomic students in gifted programs has been a concern that needs to be brought to the forefront and addressed. Despite increasing diversity in schools and heightened attention to equity, the ongoing apprehension of underrepresentation remains. This mixed-methods explanatory research aims to delve into the ongoing concern and uncover its underlying causes. The study primarily focuses on the gifted program selection process, particularly the pivotal role of teachers and their impact on student access and opportunity. Study participants, engaged in educating gifted students from kindergarten through fifth grade, were selected through purposive sampling. Efforts were made to include both male and female participants, spanning various age groups, professional backgrounds, and ethnicities, drawn from multiple schools within a large urban school district in Southern California. Data collection methods comprised of an online survey and semi-structured interviews. The data analysis involved a multifaceted approach to extract comprehensive insights from the information gathered to uncover underlying themes and patterns. Manual open coding, cross-tabulation, and constant comparison served as instrumental methodologies used to ensure a thorough examination of both the quantitative and qualitative data collected. Findings from the data gathered reveal disparities in access to gifted education opportunities, with minority and low SES students less likely to be identified and recommended for gifted programs compared to their peers. In addition, findings highlight systemic barriers such as limited funding, biased identification practices, and lack of culturally responsive teaching as significant obstacles to equitable access. By integrating quantitative and qualitative data, this dissertation offers a comprehensive examination of the underrepresentation of minority and low SES students in gifted programs. Recommendations for policy reform, teacher training, and community engagement are proposed based on the findings, with the aim of fostering more inclusive and equitable gifted education practices. Overall, this study contributes to ongoing efforts to address educational inequities and promote diversity and inclusion within gifted education programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This study investigated how peer feedback as an instructional tool might increase the engagement of gifted middle school science students, potentially impacting their academic performance in science. It specifically addressed gifted students' perceptions of peer feedback in science. Furthermore, it explored how peer feedback could be considered a potentially effective learning strategy to increase student's engagement and learning from their peers in the science classroom. In this quantitative study, the researcher examined the independent variable, which was comprised of three peer feedback conditions: learning condition, rubric condition, and line condition, to see how students' perceptions of the usefulness of peer feedback were in science. A one-way repeated measures ANOVA was used to understand if there were any changes in student perceptions during peer feedback conditions through a STEM prosthetic hand project. All students participated in each stage of the study design by learning about the peer feedback conditions (learning, rubric, and line-by-line condition) and completed each survey at the conclusion of each condition. Within each peer feedback condition, students were learning how to give, receive, and apply peer feedback (the peer feedback cycle). However, the results of statistical analyses revealed no significant differences among the three peer feedback conditions. These findings challenge much of the available literature on peer feedback and suggest that these different conditions may be influenced by factors not accounted for in this study. There is evidence to suggest that there is enough promise in utilizing peer feedback, specifically using peer feedback in science and STEM courses. Future research should explore the potential impact on study results if the peer feedback cycle is applied after engaging in extensive community-building, in non-gifted learning environments, and with a control condition over a longer implementation period. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Gifted students' often go unchallenged in the classroom, and this lack of tailored instruction can lead to decreased motivation, which, in turn, influences underachievement, which is a significant concern since these children, theoretically, should be our highest achievers. This 4-week (i.e., eight instructional days) semi-randomized, pre-test/post-test experimental design study tested a mathematical problem-solving intervention to evaluate its effects on gifted students' motivation in mathematics. Fourth and fifth grade gifted students were semi-randomly placed into groups for mathematical instruction using business-as-usual, Traditional Problem-Solving (TPS), or Mathematical Problem-Posing (MPP) pedagogical approaches. Twenty-nine gifted students took the Children's Academic Intrinsic Motivation Inventory (CAIMI; Gottfried, 2006) at pre-test (i.e., before instruction) and again at post-test to measure any potential changes in their learning motivation in mathematics using raw scores. A one-way analysis of covariance (ANCOVA) was conducted to explore the mean difference between groups (i.e., TPS/MPP instruction) on one continuous dependent variable (i.e., post-test motivation scores) while controlling for pre-test motivation scores (i.e., covariate). After controlling for pre-test scores, there was no statistically significant difference between groups in students' motivation scores, F(1, 26) = .057, p = .813, although students' motivation scores increased in both groups. Limitations, such as the duration of the intervention, are discussed along with implications for future research, which include repeating the study with a larger sample and for a longer duration. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Interpersonal skills and perfectionistic tendencies of gifted adolescents may influence psychological health and future professional success. In order to better understand these variables, we must have accurate and valid measures first. This study attempted development and validation of measures of interpersonal skills and perfectionistic tendencies among gifted children in order to determine if the constructs had quantitative and qualitative meaning. Gifted students' responses to the Interpersonal Competence Questionnaires (ICQ) and Frost's Multidimensional Perfectionism Scale (FMPS) were analyzed with the Rasch rating scale model. Evidences of multiple aspects of validity were examined in order to make evaluation judgments regarding the validity of the measures. Initial Rasch analysis demonstrated that both ICQ and FMPS have poor rating scale functioning, dimensionality and person fit statistics. Modifications were made to the original scales, including collapsing rating scale categories, deleting misfitting items and misfitting people. Two new measures, ICQ-revised and FMPS-revised, were generated based on the initial results from Rasch analysis. According to the Rasch diagnostic indices, the ICQ-revised and FMPS-revised demonstrated adequate reliability, separation, item and person fit, rating scale functioning, and dimensionality. The cumulative evidence from this study allowed for concluding that measuring gifted students' interpersonal skills and perfectionistic tendencies were desirable using the revised measures. However, further investigations into the theoretical framework of these two constructs among gifted students were still needed to improve the scales to target students with advanced interpersonal skills and higher level of perfectionistic tendencies. (PsycInfo Database Record (c) 2025 APA, all rights reserved)