Gifted Child Quarterly最新文献_第2页

Reading Experience of Gifted Students: The Relationship Between Motivation, Attitude, and Anxiety 资优学生的阅读体验：动机、态度与焦虑的关系

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-07-31 DOI: 10.1177/00169862261466473

Hatice Çetinkaya, Fatih Kana

{"title":"Reading Experience of Gifted Students: The Relationship Between Motivation, Attitude, and Anxiety","authors":"Hatice Çetinkaya, Fatih Kana","doi":"10.1177/00169862261466473","DOIUrl":"https://doi.org/10.1177/00169862261466473","url":null,"abstract":"The present study aimed to examine the relationships among reading motivation, reading attitude, and reading anxiety of gifted students. The research employed a correlational design, a quantitative research method. The sample consisted of 647 students attending Science and Art Centers (BILSEM) in provinces selected from 12 regions according to the Statistical Region Units Classification defined by the Turkish Statistical Institute (TUIK). Participants were determined through criterion sampling, a purposive sampling method. Descriptive analyses revealed that students’ reading motivation and reading attitudes were relatively high, whereas their reading anxiety levels were moderate. Correlation analysis showed that reading motivation was negatively associated with reading anxiety and positively correlated with reading attitude, while reading anxiety was negatively correlated with reading attitude. A conceptual model was developed to examine these relationships and analyzed using structural equation modeling (SEM). The findings indicated that reading motivation directly and positively affected students’ reading attitudes and indirectly affected them through the partial mediating role of reading anxiety. Path coefficients suggested that reading motivation reduces anxiety, while anxiety negatively influences reading attitudes. These results highlight the importance of fostering reading motivation to minimize anxiety and promote positive attitudes toward reading among gifted students. Structuring reading education programs with engaging content and strategies that enhance motivation may support gifted learners in developing more positive and sustainable reading habits while alleviating their anxiety, thereby contributing to both emotional balance and long-term academic engagement in the reading process.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"14 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148650614","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

Introduction to the Special Issue on Broadening Our View by Applying Research From Outside the Field to Gifted Education 《超常教育研究拓展视野》特刊导论

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-07-30 DOI: 10.1177/00169862261465524

Jennifer Riedl Cross, Jonathan Wai, Andrea D. Frazier

引用次数: 0

Epigenetic Pathways to Giftedness: Bridging Biology and Talent Development 天赋的表观遗传途径：连接生物学和人才发展

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-07-27 DOI: 10.1177/00169862261464932

Hasan Akdeniz

{"title":"Epigenetic Pathways to Giftedness: Bridging Biology and Talent Development","authors":"Hasan Akdeniz","doi":"10.1177/00169862261464932","DOIUrl":"https://doi.org/10.1177/00169862261464932","url":null,"abstract":"Contemporary talent-development models recognize that ability is malleable and shaped by experience, yet lack a mechanistic explanation of how environmental factors biologically enable or constrain cognitive and creative potential. Epigenetics provides that missing layer but has largely been absent from gifted-education scholarship. This systematic review synthesizes evidence from 70 human, animal, and multi-cohort studies, following PRISMA guidelines, to examine how epigenetic mechanisms interact with the conditions shaping the development of cognitive and creative potential across the lifespan. Findings across five thematic domains converge on a consistent pattern: intellectual and creative potential are shaped by cumulative environmental exposures rather than fixed at birth, with early adversity and enrichment leaving biologically detectable signatures that influence learning-related development over time. These findings challenge snapshot-based identification practices, support trajectory-based and context-sensitive assessment, and reframe underrepresentation not as a student deficit but as a constrained developmental opportunity. Epigenetic evidence strengthens the scientific case for equitable, enrichment-first approaches to talent development while reinforcing the field’s long-standing commitments to growth, opportunity, and developmental justice.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"65 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148595539","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

Rebuilding the Bridge: Overlooked Creativity Insights and Their Implications for Gifted Education 重建桥梁：被忽视的创造力洞见及其对资优教育的启示

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-07-23 DOI: 10.1177/00169862261460090

Jeb S. Puryear, Kristen N. Lamb, Selcuk Acar, Denis Dumas, Sakhavat Mammadov, Lisa DaVia Rubenstein

{"title":"Rebuilding the Bridge: Overlooked Creativity Insights and Their Implications for Gifted Education","authors":"Jeb S. Puryear, Kristen N. Lamb, Selcuk Acar, Denis Dumas, Sakhavat Mammadov, Lisa DaVia Rubenstein","doi":"10.1177/00169862261460090","DOIUrl":"https://doi.org/10.1177/00169862261460090","url":null,"abstract":"Creativity has long occupied an important place in gifted education theory, yet much of the most recent empirical work on creative development has emerged in adjacent disciplines. In this integrative synthesis, we draw on contemporary research in psychology, neuroscience, education, and human–artificial intelligence (AI) interaction to summarize converging evidence on how creativity is defined, structured, assessed, and cultivated. We highlight findings supported by meta-analyses, replication studies, and large-scale modeling, including work on implicit theories, domain specificity, cognitive and personality correlates, metacognition, creativity training, and emerging assessment approaches. Rather than proposing prescriptive reforms, we examine how these developments may clarify and extend existing conversations within gifted education concerning identification, programming, and talent development. By mapping areas of empirical stability across disciplines, this review aims to strengthen cross-field dialogue and support continued integration between creativity research and gifted education scholarship and practice.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"35 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587206","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

Modeling Demographic Change in NYC’s Gifted Education Program Using the Representation Index 用代表性指数模拟纽约市资优教育项目的人口变化

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-07-18 DOI: 10.1177/00169862261453384

Katherine Strickland, Wendy Chan

引用次数: 0

Examining Depression Levels Among Gifted Individuals 研究天才个体的抑郁水平

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-07-16 DOI: 10.1177/00169862261457574

Abdulmuttalip Alçay, Esra Ceyhan

{"title":"Examining Depression Levels Among Gifted Individuals","authors":"Abdulmuttalip Alçay, Esra Ceyhan","doi":"10.1177/00169862261457574","DOIUrl":"https://doi.org/10.1177/00169862261457574","url":null,"abstract":"The aim of this study was to examine the depression levels of gifted adolescents and to investigate the predictive roles of self-regulation skills, peer relationships, parental attitudes, and self-compassion. The research sample consisted of 497 gifted adolescents (265 females, 206 males, and 26 participants who did not report their gender) attending Science and Art Centers in Turkey. Findings showed that depression levels were moderate and significantly differed by gender, with gifted females reporting higher levels of depression than gifted males. Hierarchical regression analysis revealed that depression levels were predicted by psychological autonomy, self-coldness, and the peer relationship dimensions of help, protection, and conflict. These variables collectively explained approximately 62% of the variance in depression levels. Further analyses indicated gender-specific patterns. For gifted male adolescents, depression levels were primarily predicted by self-coldness and protection (negatively), accounting for 66% of the variance. In contrast, for gifted female adolescents, depression levels were predicted by self-coldness, help (negatively), and conflict (positively), explaining 60% of the variance. Across both genders, self-coldness emerged as the strongest predictor of depression levels.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"50 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148589101","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

“There Is No Need for My Child to be Gifted”: Bedouin Parents’ and School Principals’ Constructions of Giftedness “我的孩子不需要有天赋”：贝都因父母和学校校长对天赋的建构

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-07-15 DOI: 10.1177/00169862261459357

Miada Argan, Ortal Slobodin

{"title":"“There Is No Need for My Child to be Gifted”: Bedouin Parents’ and School Principals’ Constructions of Giftedness","authors":"Miada Argan, Ortal Slobodin","doi":"10.1177/00169862261459357","DOIUrl":"https://doi.org/10.1177/00169862261459357","url":null,"abstract":"Like other children from underserved populations, Bedouin children are severely underrepresented in gifted education. Although socioeconomic and educational disparities in Bedouin society are well recognized, very little is currently known about the role of families and schools in the identification and participation of Bedouin children in gifted education. Guided by a culturally responsive perspective on giftedness, we examined how Bedouin parents and school principals perceive giftedness and how such perceptions shape decision-making processes regarding children’s referral to and participation in gifted education. The study included semi-structured interviews with 11 parents (6 mothers and 5 fathers) and 5 primary school principals (3 men and 2 women). Thematic analysis was used to identify patterns of meaning across the dataset. Our results suggest that economic barriers to Bedouin children’s participation in gifted education intersect with sociocultural perceptions, such as constructing giftedness as an innate trait and as a form of Whiteness. We conclude with recommendations for interventions to reduce social disparities in gifted education.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"51 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499208","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

Perfectionism in Gifted Students and Their Non-Identified Peers: Links to Social Adjustment and Relationships at School 天才学生及其非认同同伴的完美主义：与学校社会适应和关系的联系

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-06-23 DOI: 10.1177/00169862261454703

Sakhavat Mammadov, Ayse Hilal Avci, Katharine Osborn

{"title":"Perfectionism in Gifted Students and Their Non-Identified Peers: Links to Social Adjustment and Relationships at School","authors":"Sakhavat Mammadov, Ayse Hilal Avci, Katharine Osborn","doi":"10.1177/00169862261454703","DOIUrl":"https://doi.org/10.1177/00169862261454703","url":null,"abstract":"Perfectionism has received a great deal of attention within the field of gifted education. Research in this area spans four decades and a growing number of articles, yet studies directly comparing perfectionism levels in gifted individuals with the general population remain limited. This article reports two studies investigating differences between gifted students and their non-identified peers across two measures of perfectionism. Study 1 examined the extent to which students’ ( N = 1,182) perfectionistic cognitions differed by gifted status and school level (middle vs. high school). Gifted high school students reported higher levels of perfectionistic cognitions than their same-age peers, whereas no differences were observed in middle school. Study 2, with a similar sample ( N = 646), used Hewitt and Flett’s multidimensional model to compare self-oriented, other-oriented, and socially prescribed perfectionism and to explore their associations with social adjustment and relationships with teachers and peers. The only significant difference was in self-oriented perfectionism, with gifted students scoring higher than their peers. Associations between perfectionism dimensions and students’ social adjustment and school relationships were largely independent of giftedness.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"180 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148299367","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

Autobiography as an Insight Into Giftedness: Nikola Tesla Through the Lens of Albert Ziegler’s Actiotope Model 自传作为对天赋的洞察：尼古拉·特斯拉通过阿尔伯特·齐格勒的行动模型的镜头

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-06-17 DOI: 10.1177/00169862261453387

Sanja Milić, Vlado Simeunović

{"title":"Autobiography as an Insight Into Giftedness: Nikola Tesla Through the Lens of Albert Ziegler’s Actiotope Model","authors":"Sanja Milić, Vlado Simeunović","doi":"10.1177/00169862261453387","DOIUrl":"https://doi.org/10.1177/00169862261453387","url":null,"abstract":"Contemporary giftedness theory requires systemic frameworks to explain the longitudinal actualization of talent and the maintenance of eminence. This study applies Albert Ziegler’s Actiotope Model of Giftedness (AMG) to a critical analysis of Nikola Tesla’s autobiographical narrative. The research aims to deconstruct the complex interaction between unique potential, strategic self-regulation, and a turbulent environment, tracking the genesis of key competencies. The analysis confirms the applicability of all five AMG components to Tesla’s trajectory, demonstrating that his supreme inventive skill (mental simulation) emerged as an adaptive, constructed action in response to childhood adversity. Crucially, the findings reveal that Tesla’s extreme cognitive autonomy and systemic dissonance suggest the need for a theoretical extension of the AMG to incorporate the psychological cost of eminence in radical innovators. This study confirms the heuristic value of the actiotope model and offers significant implications for pedagogical practice aimed at fostering autonomous self-regulation and resilience in exceptional individuals.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"3 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286503","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

Sensory Sensitivity: Implications From the Fields of Medicine and Psychology for a Gifted Population 感觉敏感性：来自医学和心理学领域对天才人群的影响

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-06-06 DOI: 10.1177/00169862261453385

Anne N. Rinn

引用次数: 0