High Ability Studies最新文献_第2页

Appropriateness of the Dispositional Hope Scale (DHS) and Meaning in Life Questionnaire: Short form (MLQ-SF) for use with regular and gifted students in Hong Kong 倾向性希望量表（DHS）的适当性及生活意义问卷：香港普通及资优学生的简式（MLQ-SF）

IF 1.8 4区教育学

High Ability Studies Pub Date : 2022-12-19 DOI: 10.1080/13598139.2022.2159336

Mantak Yuen, Ryder Tsz-Hong Chan, Shui-wai Wong, J. Yau, Jiahong Zhang, Esther Yuk-Fan Ho, E. Fung, Serene Chan, Florence K. Y. Wu

{"title":"Appropriateness of the Dispositional Hope Scale (DHS) and Meaning in Life Questionnaire: Short form (MLQ-SF) for use with regular and gifted students in Hong Kong","authors":"Mantak Yuen, Ryder Tsz-Hong Chan, Shui-wai Wong, J. Yau, Jiahong Zhang, Esther Yuk-Fan Ho, E. Fung, Serene Chan, Florence K. Y. Wu","doi":"10.1080/13598139.2022.2159336","DOIUrl":"https://doi.org/10.1080/13598139.2022.2159336","url":null,"abstract":"ABSTRACT Possession of hope and meaning in life is critical for mental health, especially in times of adversity. In previous research, the most frequently used measure to assess hope has been the Dispositional Hope Scale. However, there has been debate over some aspects of the scale’s factor structure. Similarly, meaning in life has been assessed mainly using the Meaning in Life Questionnaire — but as yet the short form of this measure has not been validated for use in a Chinese context. The current study therefore examined the factor structures of Dispositional Hope Scale (DHS) and Meaning in Life Questionnaire- Short Form (MLQ-SF) in two samples of Chinese students in Hong Kong — 540 regular students and 389 gifted students. The students completed a questionnaire that collected basic information on demographics and the DHS and MLQ-SF. Results of confirmatory factor analyses suggested that a 2-factor model provided an adequate fit to both the DHS and MLQ-SF. Both scales revealed scalar measurement invariance across regular and gifted students. Gifted students showed significantly higher latent means than regular students in agency, pathway, and presence of meaning in life (Cohen d = 0.16–0.40). The DHS factors were significantly and positively correlated with MLQ-SF factors (r = 0.30–0.58). Theoretical and practical implications are discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45089626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Domain-specific abilities and characteristics: Evolving central components of the talent development megamodel 特定领域的能力和特征:人才发展大模型的核心组成部分

IF 1.8 4区教育学

High Ability Studies Pub Date : 2022-10-29 DOI: 10.1080/13598139.2022.2139666

P. Olszewski-Kubilius, R. Subotnik, F. Worrell

引用次数: 2

A comparative study of teachers’ beliefs about gifted students’ leadership talent 教师对资优学生领导才能信念的比较研究

IF 1.8 4区教育学

High Ability Studies Pub Date : 2022-06-19 DOI: 10.1080/13598139.2022.2081964

Seon-young Lee, M. Matthews, J. Y. Jung, Jinwoo Kim, Hyesu Park

{"title":"A comparative study of teachers’ beliefs about gifted students’ leadership talent","authors":"Seon-young Lee, M. Matthews, J. Y. Jung, Jinwoo Kim, Hyesu Park","doi":"10.1080/13598139.2022.2081964","DOIUrl":"https://doi.org/10.1080/13598139.2022.2081964","url":null,"abstract":"ABSTRACT Despite the likely relevance of socio-cultural context, very few studies have examined the influence of cultural values on teachers’ perceptions of gifted students’ leadership development. This study chose three nations representing collectivistic to individualistic contexts and compared how 478 teachers from these countries (South Korea = 176, 36.8%, Australia = 169, 35.4%, U.S. = 133, 27.8%) differed in their beliefs about the prevalence and development of gifted students’ leadership talent. Differences were found between the individualistic (Australia and the U.S.) and collectivistic (South Korea) settings in their beliefs regarding which students have leadership potential; their judgments about effective leadership styles and leader qualities; their perceptions of gifted students’ qualifications as future leaders; and their preferred criteria for recommending students for a leadership education program. Although unable to identify causal relationships, this study nevertheless cautiously suggests that leadership and leaders are intertwined with culturally mediated values and practices. Future studies should continue examining these differences in cross-cultural comparative contexts.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"34 1","pages":"131 - 158"},"PeriodicalIF":1.8,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43909765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Saudi gifted educational and learning environment: Parents and student perspectives 沙特的天才教育和学习环境:家长和学生的观点

IF 1.8 4区教育学

High Ability Studies Pub Date : 2022-05-13 DOI: 10.1080/13598139.2022.2072273

Saad M. Alamer, S. Phillipson, S. Phillipson, Abdullah I. Al Fafi

{"title":"The Saudi gifted educational and learning environment: Parents and student perspectives","authors":"Saad M. Alamer, S. Phillipson, S. Phillipson, Abdullah I. Al Fafi","doi":"10.1080/13598139.2022.2072273","DOIUrl":"https://doi.org/10.1080/13598139.2022.2072273","url":null,"abstract":"ABSTRACT Despite a history dating from 1969, the current status of the Saudi gifted education environment is yet to be fully determined. Saudi gifted students and their parents were asked to complete Saudi-language versions of the Family Educational and Learning Capitals Questionnaire and the Student Educational and Learning Capitals Questionnaire to assess participant perceptions of the availability the 11 educational and learning capitals of the Actiotope Model of Giftedness. After transforming the responses into Rasch measures, matched paired comparisons of nearly 100 Saudi parents and their children were obtained. Our findings indicate that parents and their children differ in terms of their perceptions in the availability of four of the five educational capitals (economic, infrastructural, didactic, and aspirational capital), and three of the five learning capitals (attentional, actional and episodic capitals). We discuss the origins of both these differences and similarities before outlining the implications of our findings in terms of the effectiveness of the learning environment to support gifted education in the Kingdom of Saudi Arabia.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"34 1","pages":"109 - 130"},"PeriodicalIF":1.8,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49229365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Personality profiles of gifted adolescents and relations with life satisfaction, perceived social support, and academic achievement 资优青少年人格特征与生活满意度、感知社会支持及学业成就的关系

IF 1.8 4区教育学

High Ability Studies Pub Date : 2022-04-23 DOI: 10.1080/13598139.2022.2068509

Sakhavat Mammadov

引用次数: 3

Outlanders: Loneliness experience of gifted girls 外地人：天才女孩的孤独体验

IF 1.8 4区教育学

High Ability Studies Pub Date : 2022-04-20 DOI: 10.1080/13598139.2022.2064270

Naciye Ece Unal, Uğur Sak

引用次数: 0

Multidisciplinary perspectives and field strengthening questions for gifted education research 天才教育研究的多学科视角和领域强化问题

IF 1.8 4区教育学

High Ability Studies Pub Date : 2022-04-12 DOI: 10.1080/13598139.2022.2064269

Jonathan Wai, Keri M. Guilbault

{"title":"Multidisciplinary perspectives and field strengthening questions for gifted education research","authors":"Jonathan Wai, Keri M. Guilbault","doi":"10.1080/13598139.2022.2064269","DOIUrl":"https://doi.org/10.1080/13598139.2022.2064269","url":null,"abstract":"ABSTRACT Considers multidisciplinary perspectives as a lens through which to view gifted education research. In the spirit of scholars who have also sought to ask field strengthening questions to help improve scientific advance, we address four questions and encourage other scholars from all disciplines to ask their own questions: 1. What if the field is much larger than we think it is? 2. What if the field is less intellectually diverse than we think it is? 3. What if the evidence supporting the efficacy of gifted programming is not as strong as we think it is? and 4. What if gifted learners may actually be okay even if they are not fully challenged? After reviewing evidence supporting (and failing to support) the core idea behind each of these questions (with a U. S. focus and for academically-gifted students in more academic domains) we conclude with ideas about continuing to ask field strengthening questions to improve research. We should explore questions and ideas and established findings from disciplines outside gifted and try to make gifted a more multidisciplinary field by being open to learning from other ways of approaching knowledge through a plurality of methods and disciplinary perspectives.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"34 1","pages":"39 - 59"},"PeriodicalIF":1.8,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47301591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influence of intelligence and sex on interpersonal skills and executive functions in children 智力和性别对儿童人际交往能力和执行功能的影响

IF 1.8 4区教育学

High Ability Studies Pub Date : 2022-01-31 DOI: 10.1080/13598139.2022.2033173

M. M. Gómez-Pérez, M. D. Calero

{"title":"The influence of intelligence and sex on interpersonal skills and executive functions in children","authors":"M. M. Gómez-Pérez, M. D. Calero","doi":"10.1080/13598139.2022.2033173","DOIUrl":"https://doi.org/10.1080/13598139.2022.2033173","url":null,"abstract":"ABSTRACT Interpersonal Skills (ISs) and Executive Functions (EFs) are two groups of skills which are extremely relevant for children’s cognitive, social and psychological development. As well as being interrelated, both can be modulated by other variables such as intelligence or sex. Many studies have tried to establish the relationship between them, but no definitive conclusions have been made to date. Therefore, the objective of this study is to explore the relationship between intelligence and sex in children with measures of ISs and EFs. The participants were 121 children between the ages of 7 and 13, divided into two groups: 76 children (52 boys and 24 girls) with average intelligence quotient (IQ) and 45 children (28 boys and 17 girls) with high IQ. All the participants were assessed using ISs, EFs and intelligence measures. The results showed children with high IQ were better at ISs and EFs. Regarding sex, boys of the High IQ group showed better skills than girls in working memory, inhibition and cause attribution in interpersonal conflicts. Finally, the implications for assessing and supporting the gifted population are discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"34 1","pages":"21 - 37"},"PeriodicalIF":1.8,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44882148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Relative age effects in international rugby union: Consequences of changing the cutoff date and exploring youth to senior transitions 国际橄榄球联盟的相对年龄影响:改变截止日期和探索青年到高级过渡的后果

IF 1.8 4区教育学

High Ability Studies Pub Date : 2021-11-14 DOI: 10.1080/13598139.2021.1997722

A. Kelly, Daniel T. Jackson, Donald Barrell, Kate Burke, J. Baker

{"title":"Relative age effects in international rugby union: Consequences of changing the cutoff date and exploring youth to senior transitions","authors":"A. Kelly, Daniel T. Jackson, Donald Barrell, Kate Burke, J. Baker","doi":"10.1080/13598139.2021.1997722","DOIUrl":"https://doi.org/10.1080/13598139.2021.1997722","url":null,"abstract":"ABSTRACT Relative age effects (RAEs) are independent of specific cutoff dates that can vary from country to country. However, the consequences of changing the selection cutoff dates within a national sport organization are unknown. Further, the transition from international youth to senior representation is yet to be explored in rugby union. Thus, the aims of this article were twofold: Study 1 compared the birth quarter (BQ) distributions of the England Rugby Football Union (RFU) under-18 representatives based on September to August and January to December selection cutoff dates. Study 2 explored the BQ distributions within the RFU international development pathway through analyzing the under-18, under-20, and senior representatives, as well as the BQ distributions of youth players who were subsequently capped at senior level. Chi-square analysis was used to compare BQ distributions in each sample against expected distributions. Results revealed a corresponding shift of a skewed birthdate distribution favoring chronologically older players that was mediated by specific cutoff dates (p < 0.05). Moreover, whilst RAEs were present within both youth cohorts (p < 0.05), it was not apparent at the senior level (p > 0.05). Furthermore, during the transition from international youth to senior representation, more chronologically older players were successfully capped.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"34 1","pages":"1 - 20"},"PeriodicalIF":1.8,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42842479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Personality differences in gifted versus non-gifted individuals: A three-level meta-analysis 资优者与非资优者的人格差异:一个三水平元分析

IF 1.8 4区教育学

High Ability Studies Pub Date : 2021-11-07 DOI: 10.1080/13598139.2021.1985438

Uzeyir Ogurlu, Adnan Özbey

引用次数: 9