Gifted Child Quarterly最新文献

School-Based Surveillance and the Disproportionate Representation of Students Who Are Black and Hispanic in Gifted Programs 以学校为基础的监督和天才项目中黑人和西班牙裔学生的不成比例的代表

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-10-14 DOI: 10.1177/00169862261478885

Peyton Perduyn,Abdulrahman Alduhayyim,Susan Sanchez,Jaret Hodges

引用次数: 0

Rethinking Gifted Child Counseling: A Critique and a Proposal 重新思考天才儿童辅导：一个批判与建议

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-10-12 DOI: 10.1177/00169862261487395

Leslie Margolin

引用次数: 0

Cultivating Talented Innovators for the Future: General Creativity and Creative Problem Solving in Inclusive Classrooms 为未来培养有才能的创新者：包容性课堂中的一般创造力和创造性问题解决

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-10-12 DOI: 10.1177/00169862261481439

C. June Maker,A. Kadir Bahar

引用次数: 0

STEM Identity and Career Intentions: A Comparison of Gifted and Non-Identified First-Year College Students STEM认同与职业意向：资优与非资优大学生的比较

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-10-09 DOI: 10.1177/00169862261484100

Tugce Karatas, Nielsen Pereira

{"title":"STEM Identity and Career Intentions: A Comparison of Gifted and Non-Identified First-Year College Students","authors":"Tugce Karatas, Nielsen Pereira","doi":"10.1177/00169862261484100","DOIUrl":"https://doi.org/10.1177/00169862261484100","url":null,"abstract":"This quantitative cross-sectional study examined the relationships among science, technology, engineering, and mathematics (STEM) career intentions, STEM identity, and STEM identity components (i.e., STEM interest, performance/competence, and recognition) in a sample of 488 first-year college students. Using multigroup structural equation modeling, we tested whether the structural relationships among variables differed between students who had been formally identified as gifted during K–12 and those who had not. In the full sample, we found that STEM identity was a strong predictor of STEM career intentions. Performance/competence showed a significant positive indirect effect on STEM identity and career intentions through STEM recognition and interest. Recognition, or being seen as a STEM person by teachers, peers, or family, was the strongest predictor of STEM identity. No statistically significant differences were found between the gifted and non-identified groups. These findings highlight the importance of creating inclusive, identity-affirming STEM environments and providing early STEM talent development opportunities for all students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Primary Classroom Teachers’ Perceptions of Their Competence in Educating Gifted: A Scale Development Study 小学课堂教师资优教育能力感知：一项规模发展研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-09-12 DOI: 10.1177/00169862261478068

Osman Aktan, Mine Topçu

{"title":"Primary Classroom Teachers’ Perceptions of Their Competence in Educating Gifted: A Scale Development Study","authors":"Osman Aktan, Mine Topçu","doi":"10.1177/00169862261478068","DOIUrl":"https://doi.org/10.1177/00169862261478068","url":null,"abstract":"This descriptive study develops a scale measuring primary classroom teachers’ perceptions of their professional competence in educating gifted students. The scale development process followed systematic steps recommended in the literature. We conducted the study with four distinct groups. We interviewed 15 teachers and carried out a pilot study with 32 teachers. We collected exploratory factor analysis (EFA) data from 407 teachers and confirmatory factor analysis (CFA) data from 401 teachers, resulting in a total sample of 855 classroom teachers. To evaluate construct validity, we conducted EFA and CFA. EFA yielded a four-factor structure with eigenvalues ranging from 1.127 to 8.353, explaining 53.15% of the total variance. We confirmed the scale’s construct validity through CFA and second-order CFA. We examined reliability using Cronbach’s alpha, McDonald’s omega, and composite reliability coefficients. We assessed item discrimination through item-total correlations and independent samples t -tests for the upper and lower 27% groups. Overall, the results indicate that the scale demonstrates high reliability and that the items exhibit strong discrimination.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"62 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148946851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Overexcitability Reconsidered: Domestication of a Developmental Theory 重新考虑过度兴奋性：一种发展理论的驯化

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-09-10 DOI: 10.1177/00169862261480141

Chris Wells

引用次数: 0

The Winner Takes It All? The Impact of Mathematics Olympiad Elimination on Kazakh High-Achieving Students’ Expectancy-Value Beliefs and Career Aspirations 赢家通吃？奥数淘汰对哈萨克族优等生期望价值信念和职业抱负的影响

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-09-08 DOI: 10.1177/00169862261478502

Zhanar Muradillakyzy Akhmedova, Alandeom W. Oliveira, Nursultan Japashov, Aizhan Mansurova, Selim Jamil Tlili, Bagdat Makulbekuly Kossanov

{"title":"The Winner Takes It All? The Impact of Mathematics Olympiad Elimination on Kazakh High-Achieving Students’ Expectancy-Value Beliefs and Career Aspirations","authors":"Zhanar Muradillakyzy Akhmedova, Alandeom W. Oliveira, Nursultan Japashov, Aizhan Mansurova, Selim Jamil Tlili, Bagdat Makulbekuly Kossanov","doi":"10.1177/00169862261478502","DOIUrl":"https://doi.org/10.1177/00169862261478502","url":null,"abstract":"Mathematics Olympiads play an important role in developing mathematically gifted students, yet little research has examined how participants interpret the experience of elimination from these highly selective competitions. This qualitative study investigates how mathematically high-achieving students interpret early elimination and how these experiences shape students’ motivation and career aspirations. Semi-structured interviews were conducted with ten Olympiad participants and four coaches in Kazakhstan. Data were analyzed using constellation mapping, which visually represented relationships among themes emerging from participants’ narratives. Findings reveal three interconnected domains shaping students’ responses to elimination: expectancy-value dynamics, career aspiration trajectories, and support structures that sustain motivation. While some students experienced elimination as a threat to academic identity, others reframed it as an opportunity for growth or redirected their interests toward adjacent Science, Technology, Engineering and Mathematics (STEM) pathways. Such findings highlight the importance of mentoring, social belonging, and competition design in supporting resilience among mathematically talented students navigating competitive talent-development systems.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"18 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148909161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Is Giftedness Synergistic With Sustainable Happiness? An Emotional Wellness Model of Talent Development 天赋与可持续的幸福是协同的吗？人才发展的情绪健康模型

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-08-31 DOI: 10.1177/00169862261475140

Jesus Alfonso D. Datu

引用次数: 0

Exploring Sources of Psychological Well-Being Among Gifted Students: A Qualitative Study in Saudi Schools 探索资优学生心理健康的来源：沙特学校的一项质性研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-08-31 DOI: 10.1177/00169862261473598

Khalid Abdu M. Al-Makhalid

{"title":"Exploring Sources of Psychological Well-Being Among Gifted Students: A Qualitative Study in Saudi Schools","authors":"Khalid Abdu M. Al-Makhalid","doi":"10.1177/00169862261473598","DOIUrl":"https://doi.org/10.1177/00169862261473598","url":null,"abstract":"This study explored how gifted male students in the Asir region of Saudi Arabia experience and interpret psychological well-being within their cultural and educational environments. Semistructured interviews were conducted in Arabic to ensure linguistic and cultural appropriateness, and the data were analyzed using Braun and Clarke’s thematic approach, informed by Ryff’s eudaimonic framework. Three overarching themes emerged: relational and culturally grounded sources of support, emotional self-awareness and coping processes, and environmental and institutional influences on well-being. Family cohesion and parental encouragement emerged as central sources of emotional security, while intrinsic motivation and selective peer relationships supported students’ sense of competence, belonging, and personal growth. Participants also described using reflection, positive self-talk, prayer, and Qur’anic recitation to manage stress and maintain emotional balance. Supportive school climates, responsive teachers, and access to enrichment or counseling services further contributed to students’ well-being. The findings show how dimensions of Ryff’s model were expressed within a collectivist and faith-informed context, particularly through relational forms of autonomy, spiritually grounded meaning-making, and culturally shaped emotional regulation. The study highlights the importance of culturally responsive socioemotional support in gifted education within non-Western contexts.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"490 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148877296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

To Be Young, Creative, and Black: A Quantitative Exploration of Teachers’ Racial Implicit Bias and Perceptions of Creativity 年轻，有创造力，黑人：教师种族内隐偏见和创造力观念的定量探索

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-08-31 DOI: 10.1177/00169862261472441

Corey J. Gray

{"title":"To Be Young, Creative, and Black: A Quantitative Exploration of Teachers’ Racial Implicit Bias and Perceptions of Creativity","authors":"Corey J. Gray","doi":"10.1177/00169862261472441","DOIUrl":"https://doi.org/10.1177/00169862261472441","url":null,"abstract":"This quantitative study examined whether teachers’ racial implicit bias relates to their perceptions of student creativity. It was hypothesized that lower levels of implicit bias would be associated with a higher desirability of creative characteristics and stronger self-reported personal creativity. Participants ( n = 173) completed the Race Implicit Association Test (IAT) and the Teacher Perceptions of Student Characteristics Survey. Data were analyzed using analyses of variance (ANOVA) and descriptive statistics to explore relationships between automatic preferences and perceptions of creativity. Results revealed a statistically significant difference in the desirability of creative traits based on bias levels: educators with minimal automatic preferences rated creative characteristics as most desirable, while those with strong pro-White bias rated them lowest. No significant relationship was found for non-creative traits or personal creativity. Findings suggest that addressing implicit bias is essential for equitable creativity identification and professional learning in gifted education.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"13 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148877297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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