Gifted Child Quarterly最新文献_第2页

Are Teacher Rating Scales of Gifted Student Behavior Just Measures of Personality? 资优学生行为教师评定量表只是个性的测量吗？

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-18 DOI: 10.1177/00169862251397381

Jennifer L Jolly, Joni M Lakin

{"title":"Are Teacher Rating Scales of Gifted Student Behavior Just Measures of Personality?","authors":"Jennifer L Jolly, Joni M Lakin","doi":"10.1177/00169862251397381","DOIUrl":"https://doi.org/10.1177/00169862251397381","url":null,"abstract":"Standardized and informal teacher rating scales (TRS) are survey tools that include behaviors thought to be representative of giftedness and are often used for nomination or referral to a district’s gifted education program or as a datapoint of a multi-measure approach to the identification of gifted and talented students. One of the critical concerns about TRS is whether there is a credible theory underlying survey development. This study explored whether the constructs measured by TRS could be subsumed in the Five-Factor Theory of Personality (FFTP) which is a broadly recognized personality theory with five cross-culturally stable latent constructs. The standardized scales reviewed for general education students included the Scales for Identifying Gifted Students (SIGS), Gifted Rating Scales (GRS), HOPE Teacher Rating Scale (HOPE), and Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). We also included representative examples of non-standardized scales used to identify students from culturally, linguistically, and economically diverse (CLED) backgrounds. Using the five latent constructs as a priori codes, a deductive analysis of the statements from each scale was conducted. The personality traits of Openness and Conscientiousness were most noted for general and CLED scales. Agreeableness was more represented in the general scales, while Neuroticism and Extroversion were more common for CLED scales. This study offered an alternative explanation for the constructs being measured, lending credibility to TRS when they align to the constructs of FFTP, especially Openness and Conscientiousness, and the need for continued critical analysis of how existing TRS implicitly define academic talent, particularly among CLED students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"162 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770655","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

Making a List Requires Checking it Twice: A Call for Empirical Evidence in Characteristics Lists 制作一个列表需要检查两次：对特征列表中经验证据的呼吁

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-17 DOI: 10.1177/00169862251392934

Matthew C. Makel

引用次数: 0

Utilizing Advanced Decoding and Spelling Lessons to Accelerate Highly Skilled First-Grade Readers 利用先进的解码和拼写课程，加快高技能的一年级读者

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-12 DOI: 10.1177/00169862251392214

Amanda M. Nickerson, Stephanie A. Stollar, Pam Kastner

引用次数: 0

Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis 资优难民学生的公平识别实践：系统回顾与比较专题分析

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-12 DOI: 10.1177/00169862251392600

Ali M. Alodat

{"title":"Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis","authors":"Ali M. Alodat","doi":"10.1177/00169862251392600","DOIUrl":"https://doi.org/10.1177/00169862251392600","url":null,"abstract":"While research on underrepresented gifted students, such as those from low-income, minority, and linguistically diverse backgrounds, has informed identification strategies, little is known about their applicability to refugee students. Refugee children face unique challenges, including trauma, interrupted education, and acculturation stress, necessitating tailored approaches. This study examined equitable identification practices for gifted refugee students through a systematic review and comparative thematic analysis. The study synthesized findings from 26 empirical studies, identifying best practices such as universal screening, culturally responsive assessments, and nontraditional identification methods. Comparative thematic analysis reveals five core themes: identification practices, adaptations for equitable evaluation, identification challenges, impacts on student well-being, and limitations of existing methods. Findings highlighted that, while existing equitable practices can inform refugee student identification, additional modifications are required to address the distinct barriers these students face. The study emphasized the need for culturally and contextually relevant identification frameworks that recognize the diverse expressions of giftedness among refugee students. Policy and practice implications include adopting multimethod assessments, teacher training on gifted refugee identification, and developing flexible identification criteria to ensure inclusivity and fairness.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"42 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730991","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

School Well-Being during the COVID-19 Pandemic: A Study of Academic Motivation, Peer Connectednessss, and School Liking Among Gifted and Nonidentified Early Adolescents 2019冠状病毒病大流行期间的学校福利：天才和未被识别的早期青少年的学术动机、同伴联系和学校喜好的研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-11 DOI: 10.1177/00169862251392225

Tzu-Jung Lin, Trent N. Cash, Hyun Ji Lee, Saetbyul Kim, Eric M. Anderman, Wonjoon Cha, Xingfeiyue Liu, Ziye Wen

{"title":"School Well-Being during the COVID-19 Pandemic: A Study of Academic Motivation, Peer Connectednessss, and School Liking Among Gifted and Nonidentified Early Adolescents","authors":"Tzu-Jung Lin, Trent N. Cash, Hyun Ji Lee, Saetbyul Kim, Eric M. Anderman, Wonjoon Cha, Xingfeiyue Liu, Ziye Wen","doi":"10.1177/00169862251392225","DOIUrl":"https://doi.org/10.1177/00169862251392225","url":null,"abstract":"This longitudinal study tracked the trajectories of school well-being of gifted and nonidentified early adolescents before and through the COVID-19 pandemic (2019–2022). We used a prospective cohort panel design that followed students ( N =1,033) from Grade 3 until the end of Grade 6. Three aspects of school well-being were examined through both hedonic and eudaimonic views of well-being: school liking, peer connectedness, and academic motivation. Longitudinal multilevel modeling showed that the pandemic was associated with negative shifts in students’ academic motivation, but not with school liking or peer connectedness. When considering students’ gifted status, students gifted in superior cognitive abilities, reading, or math showed similar trajectories of school liking but greater declines in peer connectedness than their nonidentified peers, especially during the pandemic years. The gifted students also showed a slower rate of growth in math expectancy than nonidentified students over time, regardless of the state of the pandemic. Students gifted in math experienced a shift from high and stable academic motivation in the prepandemic years to a decline during the pandemic, while other students experienced a shift from growth in academic motivation before the pandemic to maintaining the same or lower levels during the pandemic. Our findings shed light on gifted early adolescents’ resilience and vulnerability during transitions and upheavals like the pandemic, illuminating future research directions on how schools can differentiate their adaptation and support for gifted students at a uniquely important time in their development.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717543","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

Promoting Engagement and Motivation and Reducing Perceived Underachievement of Gifted Male Adolescents: A Mixed-Methods Single-Case Experimental Study 促进天才男性青少年的参与和动机，减少他们的不良成就：一项混合方法的单案例实验研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-08 DOI: 10.1177/00169862251388967

Sabine Sypré, Patrick Onghena, Karine Verschueren, Maarten Vansteenkiste, Bart Soenens

{"title":"Promoting Engagement and Motivation and Reducing Perceived Underachievement of Gifted Male Adolescents: A Mixed-Methods Single-Case Experimental Study","authors":"Sabine Sypré, Patrick Onghena, Karine Verschueren, Maarten Vansteenkiste, Bart Soenens","doi":"10.1177/00169862251388967","DOIUrl":"https://doi.org/10.1177/00169862251388967","url":null,"abstract":"This study investigated the effectiveness of a one-on-one counseling intervention for underachieving gifted adolescents, recognizing that not all excel academically despite their high cognitive abilities. Underachievement in this group can lead to detrimental consequences in both the short and long term. The research explored whether a tailored intervention can enhance engagement and mitigate underachievement. It distinguishes between two pathways leading to underachievement and designs specific modules for each. One module targets students’ self-beliefs, fostering a growth mindset and minimizing self-handicapping, while the other aims to boost students’ valuation of schoolwork by influencing various factors. Employing a mixed-methods single-case approach, the study involved eight gifted male adolescents aged 13 to 16, with four participating in each module. Findings indicated that while both modules affected outcomes, particularly in identity development, there were variations in effectiveness. This research sheds light on the development of interventions to address underachievement in cognitively gifted adolescents.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"26 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145704031","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 Innovative-Adaptive Model of the TTCT Figural Is Invariant Across Ethnicity but Not Gender TTCT图形的创新-适应模型在种族而非性别之间是不变的

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-11-30 DOI: 10.1177/00169862251388487

Yoojoong Kim, Denis Dumas, Selcuk Acar, Peter Organisciak

引用次数: 0

Using Topic Modeling in Gifted Education Research: Drawing Insights From Open-Ended Survey Responses 主题模型在资优教育研究中的应用：从开放式调查反馈中获得启示

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-11-22 DOI: 10.1177/00169862251378446

Yuxiao Zhang, Nielsen Pereira, David Arthur, Hernán Castillo-Hermosilla, Zafer Ozen, Hua-Hua Chang

引用次数: 0

Conceptions of Giftedness and Gifted Education: A Q-Sort Approach 资优和资优教育的概念：一种q分类方法

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-11-08 DOI: 10.1177/00169862251384641

Jeb S. Puryear, Melanie S. Meyer, Kristen N. Lamb, Lindsay Ellis Lee

{"title":"Conceptions of Giftedness and Gifted Education: A Q-Sort Approach","authors":"Jeb S. Puryear, Melanie S. Meyer, Kristen N. Lamb, Lindsay Ellis Lee","doi":"10.1177/00169862251384641","DOIUrl":"https://doi.org/10.1177/00169862251384641","url":null,"abstract":"Gifted education continues to wrestle with fragmented priorities rooted in differing paradigms. This study used a Q-sort methodology to examine the subjective interests of 66 professionals in the field. Participants sorted 71 items representing key issues, revealing three distinct viewpoints: (a) optimizing equity in advanced academics, (b) supporting the social-emotional needs of the gifted learner or whole child, and (c) instructional practices for developing students’ talents and creativity. These components reflected alignment with Dai and Chen’s paradigms—Differentiation, Gifted Child, and Talent Development—but also illustrated evolving priorities, particularly regarding equity. Participants endorsed system-level changes for expanding access, supporting diverse forms of potential, and challenging traditional assumptions about giftedness. Demographic analyses and open-ended responses showed how participants’ roles and identities shaped their beliefs. Although long-standing divides remain, the findings revealed areas of convergence—especially around personalization and equitable talent development—that may support a more inclusive and dynamic vision for the field.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472969","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

A Meta-Analysis of Research on the Relationship Between Overexcitabilities and Giftedness 过度兴奋性与天赋关系研究的元分析

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-10-28 DOI: 10.1177/00169862251370377

Paula Olszewski-Kubilius, Saiying Steenbergen-Hu, Eric Calvert, Susan Richert Corwith, Sarah Bright

{"title":"A Meta-Analysis of Research on the Relationship Between Overexcitabilities and Giftedness","authors":"Paula Olszewski-Kubilius, Saiying Steenbergen-Hu, Eric Calvert, Susan Richert Corwith, Sarah Bright","doi":"10.1177/00169862251370377","DOIUrl":"https://doi.org/10.1177/00169862251370377","url":null,"abstract":"This meta-analysis explored a total of 230 effects that were extracted from 20 empirical studies on overexcitabilities (OEs) to study the relationship between giftedness and OE. Variables studied included operationalization of giftedness, use of explicit benchmarks for identifying giftedness, type of OE instrument, gender, developmental level of participants, and national setting and timing of study. Overall, there was a positive and significant relationship found between OE and giftedness with the strongest relationship being with Intellectual OE and the weakest with Sensory and Emotional OE. However, the strength of the relationship varied significantly by operationalization of giftedness, being strongest when giftedness was operationalized as previous identification as gifted and non-existent when operationalized as general intelligence or cognitive ability. In addition, when no explicit benchmarks were employed for gifted identification, there was no evidence of such a difference between the gifted and non-gifted. When comparing gifted to non-gifted students, differences were found only for high school-aged students, but not for elementary and/or middle school age or adults. The differences obtained in OE between the gifted and non-gifted are likely to be overestimated due to a presence of publication bias, that is, an overrepresentation of studies with relatively small sample sizes. Recommendations include caution about assumptions regarding the prevalence of OEs among gifted students, using OEs as indicators of giftedness in school-based referral and identification processes, and for designing affective education curricula and services targeting gifted students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"85 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397387","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