Gifted Child Quarterly最新文献

Sex Differences in Underachievement and Social-Emotional Functioning of Gifted Students 资优学生学习不良与社会情绪功能的性别差异

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-04-15 DOI: 10.1177/00169862261430325

Ophélie Allyssa Desmet, Tammy J. Byrd, Mariska Poelman, Marjolijn van Weerdenburg

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Longitudinal Study: Sources of Self-Efficacy Mediating Between Attention-Deficit/Hyperactivity Disorder Symptoms and Mathematics Self-Efficacy Level Among Gifted Students 资优学生注意缺陷/多动障碍症状与数学自我效能感之间自我效能感的纵向研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-04-15 DOI: 10.1177/00169862261422458

Dorit Meyer, Bracha Kramarski

{"title":"Longitudinal Study: Sources of Self-Efficacy Mediating Between Attention-Deficit/Hyperactivity Disorder Symptoms and Mathematics Self-Efficacy Level Among Gifted Students","authors":"Dorit Meyer, Bracha Kramarski","doi":"10.1177/00169862261422458","DOIUrl":"https://doi.org/10.1177/00169862261422458","url":null,"abstract":"Some gifted students may have symptoms of attention-deficit/hyperactivity disorder (ADHD), which are associated with academic challenges. Self-efficacy for mathematics is typically lower in students with ADHD symptoms compared with their peers. This study explored how gifted students’ sources of self-efficacy may mediate the relationship between their ADHD symptoms and mathematics self-efficacy. The study was conducted within the Israeli education system, which in recent years has promoted academic excellence alongside the inclusion of diverse student populations, in line with national inclusion policies. A quantitative longitudinal study collected self-report questionnaires from 88 gifted students at the beginning and end of seventh grade, to trace changes across the challenging transition year to middle school. Participants were identified as gifted students, while ADHD symptom levels were assessed as a continuous self-report variable and were not used to define twice-exceptionality. Results revealed that while higher inattention and/or hyperactivity-impulsivity levels correlated with lower mathematics self-efficacy, the effect was indirect, mediated by specific sources of self-efficacy, with the pattern and strength of the mediating relationships differing between the beginning and end of seventh grade. These findings highlight the importance of targeting self-efficacy sources to promote positive mathematical achievement for gifted students with high levels of ADHD symptoms.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"16 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147682106","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

How You Identify Determines Who You Identify: The Implications of the Choice of Talent Measures, Norms, Cut-Offs, and Combination Rules on the Academic Profile and Diversity of Students Identified as Gifted 你如何认同决定了你认同谁：天赋衡量标准、标准、界限和组合规则的选择对被认定为天才的学生的学术概况和多样性的影响

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-03-11 DOI: 10.1177/00169862251407628

Daniel A. Long, Scott J. Peters, D. Betsy McCoach, Anthony Gambino, Del Siegle

{"title":"How You Identify Determines Who You Identify: The Implications of the Choice of Talent Measures, Norms, Cut-Offs, and Combination Rules on the Academic Profile and Diversity of Students Identified as Gifted","authors":"Daniel A. Long, Scott J. Peters, D. Betsy McCoach, Anthony Gambino, Del Siegle","doi":"10.1177/00169862251407628","DOIUrl":"https://doi.org/10.1177/00169862251407628","url":null,"abstract":"This study investigates the impact of variation in gifted student identification systems on the size, equity, and academic profiles of identified students. Utilizing data from 40,834 students across 519 elementary schools in seven districts, we modeled 64 hypothetical systems, focusing on measures (ability test scores, cognitive scores, and teacher ratings), norms (district and building), cut-off levels (5% and 10%), and data point combinations. Findings reveal that OR rules and teacher rating scales significantly increase identification rates among traditionally underrepresented groups. However, these methods lead to a gifted population with more varied abilities and lower average achievement. Also, different rules with similar average characteristics often identify markedly different student groups. No single identification system achieved complete equity in identifying gifted students from underserved racial/ethnic backgrounds or low-income families. This study provides practitioners guidance on the implications of different identification systems and an online tool to examine differences (https://id-app.shinyapps.io/id_shiny_app/).","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"7 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393367","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

Differentiated Science With IVR: Effects on Gifted Students’ Engagement, Self-Regulation, and Scientific Creativity 基于IVR的差异化科学：对资优学生参与、自我调节和科学创造力的影响

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-02-20 DOI: 10.1177/00169862251398018

Yunus Emre Avcu, Yavuz Yaman

{"title":"Differentiated Science With IVR: Effects on Gifted Students’ Engagement, Self-Regulation, and Scientific Creativity","authors":"Yunus Emre Avcu, Yavuz Yaman","doi":"10.1177/00169862251398018","DOIUrl":"https://doi.org/10.1177/00169862251398018","url":null,"abstract":"This study explored the effects of immersive virtual reality (IVR) supported sustainability-focused differentiated science instruction on gifted students’ engagement, self-regulated learning skills, and scientific creativity. A systematically developed instructional design incorporated Sustainable Development Goals (SDGs) related to Clean Water and Sanitation (SDG-6), Accessible and Clean Energy (SDG-7), Climate Action (SDG-13), Life Below Water (SDG-14), and Life on Land (SDG-15). Thirteen 3D scenes, created using Blender, were integrated into the Imedu 3D Metaverse. The embedded mixed-methods design included 40 gifted sixth graders (23 females, 17 males), divided into experimental (IVR-based) and control (non-IVR) groups. The experimental group used Oculus Quest 2 IVR headsets for a 10-week (40-lesson) intervention. Repeated measures ANOVA revealed significant group-by-time interaction effects, indicating that the IVR-supported group showed greater gains than the control group in science engagement, F (1, 38) = 5.181, η² = 0.12; self-regulated learning skills, F (1, 38) = 6.883, η² = 0.153; and scientific creativity, F (1, 38) = 68.237, η² = 0.642. Interviews, self-assessments, and student products confirmed these findings. Future research should explore larger samples and diverse SDG applications.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"103 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146261174","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

Frances A. Karnes: Four Decades of Transforming Gifted Education Through Scholarship, Advocacy, and Legislative Reform Frances A. Karnes：《四十年来通过奖学金、倡导和立法改革改变天才教育》

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-01-29 DOI: 10.1177/00169862251412553

Joel McIntosh, Kristen R. Stephens, Elizabeth Shaunessy-Dedrick

引用次数: 0

Stress Management in Honors Students: Findings From a Biofeedback Study 荣誉学生的压力管理：来自生物反馈研究的发现

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-01-14 DOI: 10.1177/00169862251397303

Luis Orione, Del Siegle, Talbot S. Hook, Ivo Donner

{"title":"Stress Management in Honors Students: Findings From a Biofeedback Study","authors":"Luis Orione, Del Siegle, Talbot S. Hook, Ivo Donner","doi":"10.1177/00169862251397303","DOIUrl":"https://doi.org/10.1177/00169862251397303","url":null,"abstract":"Stress and anxiety are pervasive concerns among American college students, posing detrimental effects to their well-being and academic performance. Physiologically based stress management programs have proven effective within university settings; however, limited research has investigated the impact of such interventions on university honors students. One promising tool is electrodermal biofeedback, which utilizes electrodermal activity as an indicator of psychophysiological stress-related phenomena. To address this research gap, we conducted a pre–post comparison electrodermal biofeedback intervention study involving five honors students. Across 18 time points, we recorded a total of 81 stress response control measurements per participant. Over a 6-week period, participants learned to control electrodermal activity, heart rate variability, and peripheral temperature. Visual analysis of the data revealed improved averages and trendlines in physiological stress response control for all five students, with an average effect size of d = 0.74. Moreover, participants demonstrated better average physiological stress response control post-treatment compared with pretreatment.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"39 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145961875","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

Navigating the Complex Journey Toward Professional Excellence in Distinguished Surgeons: A Constructivist Grounded Theory Approach 引导杰出外科医生走向专业卓越的复杂旅程：一种基于建构主义的理论方法

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-20 DOI: 10.1177/00169862251394275

Malak Abdulaziz Alabdullatif, Abdullah Mohammed Aljughaiman, Sarah Khaled Alfawzan

{"title":"Navigating the Complex Journey Toward Professional Excellence in Distinguished Surgeons: A Constructivist Grounded Theory Approach","authors":"Malak Abdulaziz Alabdullatif, Abdullah Mohammed Aljughaiman, Sarah Khaled Alfawzan","doi":"10.1177/00169862251394275","DOIUrl":"https://doi.org/10.1177/00169862251394275","url":null,"abstract":"With the growing interest in the expertise approach to high performance, its application in surgery remains underexplored. This study uses a constructivist grounded theory design and intensive interviews to examine the development of professional excellence and cognitive productivity among six renowned surgeons. It traces their trajectories from early life to global recognition. The analysis generated the “Description of the Dynamics of Professional Excellence Formation in Surgical Medicine,” highlighting the crucial role of personal and physical abilities, psychological adaptability, and resilience in overcoming challenges. These elements, shaped by evolving contexts and complex interactions, foster continuous development, innovation, and leadership. The findings reveal that global innovation represents the peak of cognitive productivity, while exceptional leadership marks the height of professional excellence. Participants engaged in dynamic processes integrating both. The study provides valuable insights into cultivating excellence in surgery, emphasizing sustained growth, ethical commitment, and effective problem-solving to achieve a lasting global impact.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"33 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145801084","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

Representation of Linguistically Diverse Students in Gifted and Talented Services: 2006–2019 Tennessee Trends 语言多样性学生在资优服务中的代表性：2006-2019年田纳西州趋势

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-20 DOI: 10.1177/00169862251387659

Jeannette Mancilla-Martinez, Min Hyun Oh, Elizabeth Zagata, Jiaxin Jessie Wang

引用次数: 0

Using Machine Learning for Identification: Development of the Cognitive Assessment Battery for Twice Exceptionality 使用机器学习进行识别：两次异常的认知评估电池的发展

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-18 DOI: 10.1177/00169862251394277

Furkan Atmaca, Mustafa Baloğlu

{"title":"Using Machine Learning for Identification: Development of the Cognitive Assessment Battery for Twice Exceptionality","authors":"Furkan Atmaca, Mustafa Baloğlu","doi":"10.1177/00169862251394277","DOIUrl":"https://doi.org/10.1177/00169862251394277","url":null,"abstract":"The identification of twice-exceptional (2e) students is a complex challenge, primarily due to cognitive masking. In this study, we developed the Cognitive Assessment Battery for Twice Exceptionality (2eCAB) and evaluated the classification performance of a machine learning algorithm, specifically Classification and Regression Trees (CART). Grounded in prior literature, the 2eCAB was designed to assess nonverbal ability, memory, rapid automatized naming, and pseudoword reading. The sample included 565 Turkish-speaking elementary students: typically developing (TD, n = 468), gifted ( n = 44), 2e ( n = 15), and students with specific learning disabilities (SLD, n = 38). The results indicated that the 2eCAB is a valid and reliable tool. Internal consistency of the battery was high (α = .95, ω = .95). Test–retest reliability for total scores was .92, while individual task scores ranged between .77 and .92. Significant relationships were found between 2eCAB scores, and results from hierarchical confirmatory factor analysis showed a good model fit. Scores from four external assessments measuring nonverbal ability, working memory, naming speed, and reading were significantly correlated with 2eCAB scores. The trained CART algorithm achieved an acceptable overall classification accuracy for identifying 2e, gifted, TD, and SLD students. Thus, artificial intelligence technologies show promise for the identification of students with special needs.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770654","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

The Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students’ Scientific and Socio-Emotional Development 新型研究型师徒计划对农村高能力学生科学与社会情感发展的变革性影响

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-18 DOI: 10.1177/00169862251386052

Louise Puslednik, Patrick C. Brennan

{"title":"The Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students’ Scientific and Socio-Emotional Development","authors":"Louise Puslednik, Patrick C. Brennan","doi":"10.1177/00169862251386052","DOIUrl":"https://doi.org/10.1177/00169862251386052","url":null,"abstract":"High-ability students living in regional, remote, or rural areas of Australia face numerous barriers in accessing quality science, technology, engineering, and mathematics (STEM) education to meet their learning needs. However, there is limited research in how to overcome these barriers and support the development of rural high-ability students within the STEM domain. This small-scale study explores a group of high-ability rural secondary school learners and the impact of their engagement in an authentic research mentor program (ARMP). Using a mixed-method convergent parallel design, qualitative and quantitative data were collected over 3 years from 32 high-ability students in Year 10 of a rural Australian school. Rural high-ability students identified the value of the program in terms of equipping them with transferable science knowledge and skills, as well as social communication and problem-solving skills. Quantitative data analysis supported these qualitative findings. High-ability student participation in the ARMP, as measured by an independent science assessment, significantly enhanced the high-ability students’ science knowledge, understanding, and skills, as well as their problem-solving skills, and communication skills, as compared with a control group. Effect sizes for these measures were large ranging from 0.81 to 1.57. This ARMP addresses the inequities faced by rural high-ability students, providing them with exposure to authentic STEM education and research under the guidance of an academic mentor. Importantly, this research highlights the positive impact of ARMP’s on the development of rural high-ability students’ social and emotional skills; key skills needed for the development of talent in STEM.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"62 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770652","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