Gifted Child Quarterly最新文献_第2页

Who’s Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students 谁有识别天才的天赋？黑人和西班牙裔学生公平资优鉴定的预测因素

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-04-04 DOI: 10.1177/00169862241240483

Scott J. Peters, Angela Johnson, Matthew C. Makel, James S. Carter

引用次数: 0

Gifted Children and Psychiatric Disorders: Is the Risk Increased Compared With Their Peers? 资优儿童与精神障碍：与同龄人相比，风险是否增加？

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-04-04 DOI: 10.1177/00169862241239649

Hasan Cem Aykutlu, Fatih Dereli, Bahadır Turan, Tuğba Türk Kurtça, Onur Burak Dursun

{"title":"Gifted Children and Psychiatric Disorders: Is the Risk Increased Compared With Their Peers?","authors":"Hasan Cem Aykutlu, Fatih Dereli, Bahadır Turan, Tuğba Türk Kurtça, Onur Burak Dursun","doi":"10.1177/00169862241239649","DOIUrl":"https://doi.org/10.1177/00169862241239649","url":null,"abstract":"This study examined the prevalence and correlates of psychopathology in gifted children (GC) and explored whether giftedness confers protection or risk for mental health problems. We used a comparative design to analyze a population-based sample of 100 GC and 100 controls matched by age and sex in Turkey. We assessed psychiatric diagnoses with the Development and Well-Being Assessment (DAWBA), a valid diagnostic tool for child and adolescent mental health, and measured resilience and temperament with standardized scales. GC and controls did not differ significantly in the frequency of psychiatric disorders. However, GC showed lower resilience and higher negative reactivity and activity than controls. Negative reactivity was a significant predictor of psychopathology in GC. Sex did not moderate the effects of giftedness on mental health outcomes, resilience, or temperament. Our findings suggest that GC may have increased vulnerability to stress and reduced coping skills. We highlight the need to identify and support GCs who experience mental health problems and face psychological challenges. Our results emphasize the importance of early intervention and prevention to enhance resilience and well-being in this population. Future research should investigate the underlying mechanisms and develop tailored strategies to support the mental health and well-being of GC.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533187","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

Confronting the Gordian Knot: Disentangling Gifted Education’s Major Issues 面对 "死结"：解开资优教育的主要问题

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-04-04 DOI: 10.1177/00169862241239617

Del Siegle, Talbot S. Hook, Kenneth J. Wright

引用次数: 0

Anxiety and Depression in Gifted Individuals: A Systematic and Meta-Analytic Review 资优者的焦虑和抑郁：系统和元分析综述

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-11-21 DOI: 10.1177/00169862231208922

Léo Duplenne, B. Bourdin, Damien N. Fernandez, Geoffrey Blondelle, Alexandre Aubry

引用次数: 0

Corrigendum to “Mental Disorders Among Gifted and Nongifted Youth: A Selected Review of the Epidemiologic Literature”. (2023). Gifted Child Quarterly, 68(1), 84-85. https://doi.org/10.1177/00169862231199745 “天才和非天才青少年的精神障碍:流行病学文献综述”的勘误表。(2023)。资优儿童学报，68(1)，84-85。https://doi.org/10.1177/00169862231199745

3区教育学

Gifted Child Quarterly Pub Date : 2023-11-09 DOI: 10.1177/00169862231199745

引用次数: 1

Influences on Career Development for Gifted Adolescent Girls in Selective Academic Programs in Australia 澳大利亚择优学习项目对资优少女职业发展的影响

3区教育学

Gifted Child Quarterly Pub Date : 2023-10-12 DOI: 10.1177/00169862231201604

Rebecca D. Napier, Jane M. Jarvis, Julie Clark, R. John Halsey

引用次数: 0

A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward 对天才个体的社会和情感体验研究现状的批判以及推动该领域向前发展的框架

3区教育学

Gifted Child Quarterly Pub Date : 2023-09-11 DOI: 10.1177/00169862231197780

Anne N. Rinn

引用次数: 0

Listen to the Voices of Gifted Chinese Students in New Zealand: A Culturally Responsive Framework 聆听在新西兰的中国天才学生的声音:一个文化响应的框架

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-08-29 DOI: 10.1177/00169862231193700

Zhu Yao, C. Rawlinson, R. Hamilton

{"title":"Listen to the Voices of Gifted Chinese Students in New Zealand: A Culturally Responsive Framework","authors":"Zhu Yao, C. Rawlinson, R. Hamilton","doi":"10.1177/00169862231193700","DOIUrl":"https://doi.org/10.1177/00169862231193700","url":null,"abstract":"New Zealand is known as a nation of immigrants with increasing cultural diversity. Currently, in Auckland, almost a quarter of residents identify with an Asian ethnicity, the largest subgroup of which is Chinese. In the field of gifted and talented education, providing access to a culturally diverse environment is an important aspect of meeting gifted students’ special needs. Although the New Zealand educational context has placed added emphasis on culturally differentiated instruction for Māori and Pasifika gifted students, New Zealand primary schools’ implementation of approaches to address the learning needs of Chinese students has been largely unexplored. In this article, we present a summary of research which explored the beliefs and perceptions of Chinese gifted and talented students, their parents, and teachers of gifted and talented students within New Zealand using interviews and Q methodology. Our Q methodology consisted of 48 statements which were sorted by 10 Chinese students, their parents, and 10 New Zealand teachers. The data were analyzed using factor analysis. By drawing on the voice of the participants and on the results of the Q methodology, a culturally responsive theoretical framework was developed. This framework aims to contribute to our understanding of the learning needs of gifted Chinese students in New Zealand and to promote an ongoing partnership between Chinese families and the school. We also explain how these elements can be translated into partnership practices within the school context. The importance of listening to voices of minority groups and immigrant families is emphasized.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"131 ","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72444035","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

Maximizing the Potential of Twice-Exceptional Learners: Creating a Framework of Stakeholder Supports 最大限度地发挥双重卓越学习者的潜力:创建利益相关者支持框架

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-08-15 DOI: 10.1177/00169862231193699

Kristie L. Speirs Neumeister

引用次数: 0

Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy 资优学生教师的种族歧视意识及其与文化响应教学法的关系

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-07-29 DOI: 10.1177/00169862231185559

Jessica K. Ottwein, Rachel U. Mun

{"title":"Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy","authors":"Jessica K. Ottwein, Rachel U. Mun","doi":"10.1177/00169862231185559","DOIUrl":"https://doi.org/10.1177/00169862231185559","url":null,"abstract":"Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers’ racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"12 1","pages":"259 - 277"},"PeriodicalIF":3.1,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85028289","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