Gifted Child Quarterly最新文献

{"title":"Sports Science and Gifted Education: Similarities and Differences","authors":"Jae Yup Jung, Adrian W. Chew","doi":"10.1177/00169862261448208","DOIUrl":"https://doi.org/10.1177/00169862261448208","url":null,"abstract":"In this study, a systematic review was undertaken of the international research literature on the conceptualization, modeling, identification, development, and support of high ability and achievement in sports. For this purpose, four search criteria (i.e., relevance to high ability/achievement, an empirical study, a journal article published in a reputable outlet, and an English language publication) were applied to two databases—SPORTDiscus with Full Text (EBSCO) and Web of Science Core Collection. The 44 studies that met the search criteria were thematically analyzed. Thereafter, a comparison was made of key similarities and differences between the fields of sports science and gifted education in their approach to high ability/achievement, before a set of recommendations for future research and practice in gifted education were proposed (e.g., the adoption of holistic, dynamic and long-term focused models, broader and deeper approaches to identification, the establishment of optimal talent development environments, and technology-enhanced identification and support).","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"33 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286504","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":"Exploring Sensory Sensitivity and Sensory Processing in Children With Intellectual Giftedness and ADHD","authors":"Matthieu Johnson-Constantin, Juliette François-Sévigny, Catherine Cimon-Paquet, Mathieu Pilon","doi":"10.1177/00169862261448142","DOIUrl":"https://doi.org/10.1177/00169862261448142","url":null,"abstract":"Although attention-deficit/hyperactivity disorder (ADHD) and intellectual giftedness have been associated with atypical sensory processing and heightened sensitivity, no studies have specifically examined how these neurodevelopmental conditions interact to influence sensory sensitivity and sensory processing. This study aimed to investigate the sensory sensitivity and sensory processing of children with intellectual giftedness and ADHD. Using a cross-sectional correlational design, 159 parents ( <jats:italic toggle=\"yes\"> M <jats:sub>age</jats:sub> </jats:italic> = 40.65; 93.29% mothers) from Quebec, Canada, of children ( <jats:italic toggle=\"yes\">n</jats:italic> = 209; <jats:italic toggle=\"yes\"> M <jats:sub>age</jats:sub> </jats:italic> = 9.38; 57.20% boys) aged 6 to 16 years—with intellectual giftedness ( <jats:italic toggle=\"yes\">n</jats:italic> = 50), ADHD ( <jats:italic toggle=\"yes\">n</jats:italic> = 61), both intellectual giftedness and ADHD ( <jats:italic toggle=\"yes\">n</jats:italic> = 52), or neither ( <jats:italic toggle=\"yes\">n</jats:italic> = 46)—completed the Sensory Profile 2 to assess their child’s sensory processing. In a subsample ( <jats:italic toggle=\"yes\">n</jats:italic> = 90), parents additionally completed the Highly Sensitive Person Scale about their child to assess the child’s sensory sensitivity. Findings revealed that the interaction between intellectual giftedness and ADHD was associated with a decrease in sensory registration, a dimension of sensory processing, whereas the presence of either intellectual giftedness or ADHD alone was linked to increased sensory registration. This suggests that children with intellectual giftedness and ADHD tend to be more attuned to sensory stimuli in their environment, potentially reflecting a reduced capacity for sensory filtering and an increased risk of sensory overwhelm. These findings align with existing evidence indicating that such children may benefit from sensory-inclusive environments that facilitate better sensory modulation, thereby promoting adaptive functioning and well-being.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286505","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":"Career Paths of European Girls’ Mathematical Olympiad (EGMO) Medalists","authors":"Tolga Yuret","doi":"10.1177/00169862261445105","DOIUrl":"https://doi.org/10.1177/00169862261445105","url":null,"abstract":"The European Girls’ Mathematical Olympiad (EGMO) was launched in 2012 to increase female participation in international mathematics competitions. Each year, four of the most mathematically talented girls from each participating country compete in the EGMO. In this article, we match each EGMO medalist with male participants from the International Mathematical Olympiad (IMO) and compare their career paths. In the full sample, we found no statistically significant gender differences in international mobility. However, girls were less likely than boys to choose mathematics as their undergraduate major, to complete a PhD, and to publish. They were more likely to attend a top-10 global university, but this result is only marginally significant in some specifications. When we restrict the sample to EGMO medalists who also participated in the IMO, obtaining a first degree in the United States or the United Kingdom becomes statistically significant, and attending a top-10 global university remains only marginally significant in some specifications, while the other factors lose statistical significance.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"42 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286507","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":"Gifted Underachievement Redefined and Reconceptualized","authors":"David Yun Dai, Ophélie Allyssa Desmet","doi":"10.1177/00169862261448147","DOIUrl":"https://doi.org/10.1177/00169862261448147","url":null,"abstract":"Gifted underachievement indicates a gap between what one is expected to achieve given demonstrated gifted potential and what is actually attained in school. Gifted underachievement has long been defined as an ability-achievement gap calculated by test scores and GPA. With a current understanding of human potential not as a fixed capacity but as growing with experience and learning, this article presents a new conceptualization, situating possible underachievement in context, wherein the dynamics of person × task × situation interaction determine the outcome. Consequently, the authors propose a diagnosis-intervention approach to find out what exactly transpires in situ, resulting in a typology of underachievement that can differentiate multiple types of underachievement and facilitate targeted interventions. The effort to revamp the notion of gifted underachievement is guided by a new paradigm of talent development to make gifted education scientifically more compelling, socially more equitable, and educationally more productive.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"21 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286542","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":"Gifted Without Borders: A Systematic Literature Review of Gifted Education for Mobile Populations","authors":"Burçin Hasanbaşoğlu, Sema Tan","doi":"10.1177/00169862261445109","DOIUrl":"https://doi.org/10.1177/00169862261445109","url":null,"abstract":"The phenomenon of increasing human mobility has attracted the attention of various fields of study in the last decades; the existence of gifted students within these mobile populations urges educators and policy makers to thoroughly examine their diverse needs, the challenges they commonly face, and the essential support services needed to cater for their special needs. This systematic literature review examines the existing research on the pillars of gifted education within mobile populations published between 1999 and 2025 through the lens of the Process-Person-Context-Time (PPCT) model. The findings of this review contribute to a comprehensive understanding of the interplay between giftedness and human mobility, offering insights into policy and practice to better address the unique needs of this generally overlooked population. By shedding light upon this emerging issue, this study also underscores the need for further research and mobility-sensitive policies to ensure fair inclusion of gifted students from all backgrounds.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"60 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286543","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":"Gifted Minds, Unique Needs: Voices of Iranian Parents With Gifted Students on the Autism Spectrum","authors":"Khodabakhsh Heidari, Alireza Mohseni","doi":"10.1177/00169862261425208","DOIUrl":"https://doi.org/10.1177/00169862261425208","url":null,"abstract":"This study examined how Iranian parents experience and interpret the dual identification of giftedness and autism spectrum disorder (ASD). Using interpretative phenomenological analysis (IPA), we conducted in-depth semi-structured interviews with 11 parents who met the study criteria. Four major themes emerged: <jats:italic toggle=\"yes\">a new chapter:</jats:italic> the collision of giftedness and diagnosis; <jats:italic toggle=\"yes\">parenting against the grain:</jats:italic> new roles in unfamiliar terrain; <jats:italic toggle=\"yes\">the unique child:</jats:italic> between misunderstood strengths and daily struggles; and <jats:italic toggle=\"yes\">parental emotion:</jats:italic> from grief to reorientation. Parents initially emphasized institutional inadequacy, cultural dissonance, and chronic fatigue, yet over time they described developing adaptive strategies—acquiring new skills, cultivating peer support networks, and redefining success in terms of well-being and autonomy. These findings highlight the urgent need for culturally responsive diagnostic practices, inclusive educational models, and systemic supports that acknowledge the complexities of twice-exceptionality in the Iranian context, thereby extending global conversations on equity in gifted education.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"30 1","pages":"296-311"},"PeriodicalIF":3.1,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148291411","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":"Sex Differences in Underachievement and Social-Emotional Functioning of Gifted Students","authors":"Ophélie Allyssa Desmet, Tammy J. Byrd, Mariska Poelman, Marjolijn van Weerdenburg","doi":"10.1177/00169862261430325","DOIUrl":"https://doi.org/10.1177/00169862261430325","url":null,"abstract":"This study examined sex differences among academically achieving and underachieving gifted students ( <jats:italic toggle=\"yes\">N</jats:italic> = 280) in the Netherlands attending a pre-university track in secondary school. We focused on three types of underachievement: general, language arts, and STEM. Boys demonstrated higher general intelligence scores than girls, while girls showed higher general academic achievement than boys. No sex differences were found in language arts and STEM achievement. Furthermore, boys underachieved at higher rates than girls across all three achievement domains (general, language arts, and STEM). Students who underachieve in one domain are more likely to underachieve in another. Regarding social-emotional characteristics, the study identified differences between achievers and underachievers in academic-achievement motivation and social-emotional well-being, but not in academic self-concept and inquisitiveness. Our findings highlight the importance of early identification of underachievement in gifted students across multiple domains.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"133 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147682104","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":"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}

{"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}

{"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, <jats:italic toggle=\"yes\">F</jats:italic> (1, 38) = 5.181, η² = 0.12; self-regulated learning skills, <jats:italic toggle=\"yes\">F</jats:italic> (1, 38) = 6.883, η² = 0.153; and scientific creativity, <jats:italic toggle=\"yes\">F</jats:italic> (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}