Michael C. Grugan, Luke F. Olsson, Andrew P. Hill, Daniel J. Madigan
{"title":"Perfectionism, School Burnout, and School Engagement in Gifted Students: The Role of Stress","authors":"Michael C. Grugan, Luke F. Olsson, Andrew P. Hill, Daniel J. Madigan","doi":"10.1177/00169862251328015","DOIUrl":"https://doi.org/10.1177/00169862251328015","url":null,"abstract":"There is evidence that many gifted students set unrealistically high personal standards and that such perfectionistic tendencies may lead to higher stress. To build on this evidence, we examined whether performance perfectionism and school stress influence school burnout and school engagement in gifted students. A sample of 342 gifted students ( <jats:italic>M</jats:italic> <jats:sub>age</jats:sub> = 16.27, <jats:italic>SD</jats:italic> = 0.49) completed the study measures. Using structural equation modeling, we found that dimensions of performance perfectionism indirectly predicted school burnout and engagement via school stress. When gifted students reported that they expected themselves to perform perfectly at school, or that others expected them to perform perfectly at school, they reported more school stress. In turn, higher levels of school stress were related to increased school burnout and decreased school engagement. The management of performance perfectionism and school stress is therefore important when it comes to supporting and safeguarding gifted students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"51 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851039","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}
Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx
{"title":"Cognitive Profiles of Gifted Discrepant Readers in Primary Education","authors":"Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx","doi":"10.1177/00169862251328021","DOIUrl":"https://doi.org/10.1177/00169862251328021","url":null,"abstract":"Gifted students with relative reading difficulties often struggle with the discrepancy between their high intelligence and lower-than-expected word-reading level (i.e., discrepant readers). This discrepancy may be a burden and poses specific educational challenges to individual students. To understand their challenges and the nature of their discrepancy, this study examined the cognitive profiles of gifted discrepant readers ( <jats:italic>n</jats:italic> = 50) compared with gifted (nondiscrepant) readers ( <jats:italic>n</jats:italic> = 30). A case series analysis mapping weaknesses and strengths on risk factors for dyslexia (phonemic awareness [PA], rapid automatized naming [RAN], and verbal short term memory [VSTM]) showed that both groups displayed largely similar cognitive profiles. A discrepant reading profile seemed to result from the absence of strengths on underlying skills (PA, RAN, VSTM). Hierarchical multiple regression indicated that group (discrepant readers vs. gifted readers) did not moderate the relationship between cognitive factors and word-level reading outcomes. Based on these findings, it is proposed that educational support for gifted discrepant readers might comprise gifted- and needs-based education that focuses on (building) strengths.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"11 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143853641","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}
Karen E. Rambo-Hernandez, Syahrul Amin, Natasha Wilkerson, Carla Brigandi
{"title":"Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School","authors":"Karen E. Rambo-Hernandez, Syahrul Amin, Natasha Wilkerson, Carla Brigandi","doi":"10.1177/00169862251330254","DOIUrl":"https://doi.org/10.1177/00169862251330254","url":null,"abstract":"While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same students be identified for gifted services when comparing top students by grade level versus the top students in each classroom? (b) likewise how many students were identified as the top in their grade and classroom level in both first and second grade? While considerable variability existed in gifted identification based on whether differences in teachers’ rating scale use were considered, discrepancies between approaches were less pronounced than in our previous study. Despite the variability in scores, including teacher ratings in gifted identification may still offer unique insights. However, we argue that the substantial time required of teachers may not justify their use, but, if used, they should only be used to expand access to gifted services.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"108 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847278","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}
{"title":"Perfectionism and Academic Burnout in High-Achieving Undergraduate Students","authors":"Hannah B. Faiman, Gabrielle A. Strouse","doi":"10.1177/00169862251326467","DOIUrl":"https://doi.org/10.1177/00169862251326467","url":null,"abstract":"This study examined the relationship between perfectionism and academic burnout, as well as how each construct varies among honors ( <jats:italic>n</jats:italic> = 120), high-achieving non-honors ( <jats:italic>n</jats:italic> = 180), and typical ( <jats:italic>n</jats:italic> = 196) undergraduate students at a mid-sized university in the United States. Results indicated the presence of group differences in perfectionism type: honors students were largely characterized as maladaptive perfectionists; high-achieving non-honors students mostly as maladaptive or non-perfectionists; and the majority of typical students as non-perfectionists. In addition, analyses revealed significant differences in academic burnout by perfectionism type, with adaptive perfectionists exhibiting higher levels of burnout than either maladaptive or non-perfectionists. Further investigation into this phenomenon, perhaps examining the effects of the COVID-19 pandemic on student demands and resources, is needed. Significant implications for leaders in higher education are discussed, such as suggestions for the implementation of interventions focused on increasing student resources and reducing perfectionistic concerns.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"49 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847282","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}
{"title":"Smart But Maladapted? Differences in the Psychological Functioning of Intellectually Gifted Students Compared With Average-Ability Students","authors":"Steffani Saß, Olaf Köller, Friederike Zimmermann","doi":"10.1177/00169862241310871","DOIUrl":"https://doi.org/10.1177/00169862241310871","url":null,"abstract":"The relationship between giftedness and psychological functioning has been studied extensively, but conflicting views persist. Whereas some studies have suggested that gifted children are at risk of developing emotional and behavioral disorders, others have proposed that they have superior socioemotional adjustment compared with average-ability peers. Using a large unselected sample ( N = 3,918), we examined n = 100 gifted students matched via propensity score matching with n = 100 average-ability students. Gifted students showed higher academic achievement in math and reading (standardized test scores and grades), higher self-concept in math, and lower teacher-rated externalizing problems. All other comparisons on social and emotional-behavioral functioning as rated by parents, teachers, or classmates did not suggest any differences between the two groups. Giftedness appears to be a protective factor rather than a risk factor for psychological functioning. These results have important implications for the identification, support, and education of gifted children.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"22 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143417263","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}
{"title":"Digging Deeper Into Arts-Intensive High Schools: Experiences, Outcomes, and Other Reflections From Artistically Gifted Alumni","authors":"Angie L. Miller, Deanna A. Ibrahim","doi":"10.1177/00169862241307943","DOIUrl":"https://doi.org/10.1177/00169862241307943","url":null,"abstract":"Arts-intensive high schools offer a unique learning environment for artistically gifted students, but relatively little is known about the long-term impacts of attending these schools. Using data from the Strategic National Arts Alumni Project (SNAAP), this mixed-methods study explores the educational experiences and career outcomes of over 2,900 alumni from arts-intensive high schools. Descriptive statistics, inferential regression models, and a grounded theory, inductive coding, qualitative analysis reveal important connections among acquired skills, experiential learning activities, and several career and community outcomes. Overall, the findings suggest that skills learned while at arts-intensive high schools are relevant to a variety of careers, and that certain high-impact practices are positive predictors of later outcomes. However, curricular revisions to address areas such as entrepreneurial and business skills may be needed. Implications for curricular improvements, programming support, and advising are also discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056610","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}
Paula Olszewski-Kubilius, Rena F. Subotnik, Frank C. Worrell
{"title":"Introduction to Teachable Components of Talent Development in Academic Domains","authors":"Paula Olszewski-Kubilius, Rena F. Subotnik, Frank C. Worrell","doi":"10.1177/00169862241309909","DOIUrl":"https://doi.org/10.1177/00169862241309909","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"17 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026451","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}
María P. Gómez-Arizaga, Marianela Navarro, Annjeanette Martin, María Leonor Conejeros-Solar, Marieta Valdivia-Lefort, Carla Bravo-Rojas, Camila Navarrete Silva
{"title":"Mapping the Trajectories of Women in Astronomy: Influences and Milestones in Talent Development","authors":"María P. Gómez-Arizaga, Marianela Navarro, Annjeanette Martin, María Leonor Conejeros-Solar, Marieta Valdivia-Lefort, Carla Bravo-Rojas, Camila Navarrete Silva","doi":"10.1177/00169862241307668","DOIUrl":"https://doi.org/10.1177/00169862241307668","url":null,"abstract":"Astronomy is critical for human development, driving technology and innovation, and creating knowledge that allows humanity to understand the universe more fully. Women, however, remain underrepresented in this field. Many women leave the field before becoming established, yet little is known about women who persist and succeed. The purpose of this study was to explore the abilities, experiences, milestones, and individuals that have contributed to women’s talent development along their trajectories in astronomy, in the specific case of Chile. In-depth interviews were conducted with five talented women in astronomy, who have developed their academic and professional careers in Chile. The results show that micro, meso, and macro levels of influence, in conjunction with different time periods, were critical for the participants’ trajectories and have impacted the direction of women’s paths. The astronomers highlight early experiences, mentor support, validation, and gendered experiences as they navigate their own insecurities and develop self-confidence. Implications for the study of talent development in female astronomers are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"98 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988825","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}
Tamra Stambaugh, Elizabeth Covington, Emily L. Mofield
{"title":"Crafting Expertise: Developing Talent in English Language Arts","authors":"Tamra Stambaugh, Elizabeth Covington, Emily L. Mofield","doi":"10.1177/00169862241307659","DOIUrl":"https://doi.org/10.1177/00169862241307659","url":null,"abstract":"The focus of this article is on the development of expertise in interpreting literature within English Language Arts (ELA). Experts and novices differ significantly in how they approach problems and acquire information, with experts demonstrating more sophisticated pattern recognition, nuances, and conceptual understandings and approaches than novices. The domain-specific nature of expertise necessitates deliberate practice and intentional support in developing disciplinary knowledge. In this conceptual article, we integrate understandings from the talent development and gifted education literature, the learning theory and development of expertise literature, and the literary analysis field to explore the following questions: (a) Why is the development of ELA expertise important? (b) What skills do ELA experts possess that need to be cultivated in novices? (c) What are the pedagogical implications and practices necessary for enhancing ELA talent and developing expertise across the lifespan?","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987352","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}
Nielsen Pereira, Sarah Bright, Zafer Ozen, Shahnaz Safitri, Hernan Castillo-Hermosilla, Brenda C. Matos, Tugce Karatas, Pedro Fonseca
{"title":"A Multitiered Approach to Computer Science Talent Development","authors":"Nielsen Pereira, Sarah Bright, Zafer Ozen, Shahnaz Safitri, Hernan Castillo-Hermosilla, Brenda C. Matos, Tugce Karatas, Pedro Fonseca","doi":"10.1177/00169862241307662","DOIUrl":"https://doi.org/10.1177/00169862241307662","url":null,"abstract":"Technology is an increasingly omnipresent and rapidly changing component of today’s world. As a result, there is an urgency to develop talent in the field of computer science (CS). The purpose of this article is to examine ways that educational systems can develop students’ talents to fill the need for skilled CS professionals. We provide an overview of the talent development megamodel as an exemplar of talent development frameworks and discuss ways to tailor it to fit CS talent trajectories. We describe three key components in a CS talent trajectory: early access to materials and programs; support from mentors; and the development of psychosocial skills. We introduce a proposed model, the computer science talent development model (CSTDM), for finding and developing talents in computer science in K–12 settings. CSTDM includes advanced STEM learning opportunities beginning in middle school, a focus on the development of psychosocial skills, and guidance for students regarding STEM career development.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"17 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987351","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}