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The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children 资优儿童的养育经验:对小学生家长访谈的主题分析
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-08-25 DOI: 10.1177/00169862221120418
Jodi L. Peebles, Sal Mendaglio, Michelle E. McCowan
{"title":"The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children","authors":"Jodi L. Peebles, Sal Mendaglio, Michelle E. McCowan","doi":"10.1177/00169862221120418","DOIUrl":"https://doi.org/10.1177/00169862221120418","url":null,"abstract":"There is a paucity of research on the day-to-day experiences of raising gifted children from the perspective of parents. This qualitative study aimed to delve deeply into the phenomenon by interviewing parents of elementary-age gifted children. We conducted 12 interviews with parents whose children attended gifted schools. The interview transcripts were analyzed using thematic analysis to identify key themes related to the experience of parenting gifted children. Themes identified included the parents’ description of a “child-driven” approach to parenting, experiencing social isolation due to a lack of understanding, and physical and emotional feelings of exhaustion. The findings are particularly important for parents of gifted children, and other professionals who would benefit from a better understanding of the day-to-day experience of raising gifted children.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81876598","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: 4
*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students *创造力与智力的关系:两个中学生样本中不同理论假设的多方法调查
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-08-12 DOI: 10.1177/00169862221118558
M. Breit, Julian Preuß, Vsevolod Scherrer, Tobias Moors, F. Preckel
{"title":"*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students","authors":"M. Breit, Julian Preuß, Vsevolod Scherrer, Tobias Moors, F. Preckel","doi":"10.1177/00169862221118558","DOIUrl":"https://doi.org/10.1177/00169862221118558","url":null,"abstract":"The threshold hypothesis and the necessary-but-not-sufficient hypothesis represent popular views on the relationship between intelligence and creativity. However, most studies investigating these hypotheses used suboptimal or even inappropriate statistical methods, calling into question the robustness of the available evidence. The ability differentiation hypothesis presents a third theoretical view on the relationship, but ability differentiation studies including creativity measures are scarce. In this study, the relationship between fluid intelligence as a core element of intelligence and divergent thinking as an important indicator of creativity was investigated in two large samples of secondary school students in Germany (N = 1,328, Mage = 14.47; N = 524, Mage = 13.77). Four different statistical approaches were applied (i.e., test for heteroscedasticity, segmented regression analysis, local structural equation modeling, and necessary-but-not-sufficient condition analysis). The results did not support the threshold hypothesis or a nonlinear relationship as predicted by ability differentiation hypothesis and only partially supported the necessary-but-not-sufficient hypothesis.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86860194","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: 1
Connecting QuantCrit to Gifted Education Research: An Introduction 量子批判与资优教育研究:导论
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-07-30 DOI: 10.1177/00169862221116636
Christen Priddie, R. Renbarger
{"title":"Connecting QuantCrit to Gifted Education Research: An Introduction","authors":"Christen Priddie, R. Renbarger","doi":"10.1177/00169862221116636","DOIUrl":"https://doi.org/10.1177/00169862221116636","url":null,"abstract":"This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative methodologies. We outline the tenets of QuantCrit, review recent quantitative research in gifted education for examples aligned with QuantCrit tenets, and provide recommendations for researchers.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84381465","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: 1
The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality 认知掩蔽的两面:双重异常的三层次贝叶斯元分析
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-07-21 DOI: 10.1177/00169862221110875
Furkan Atmaca, Baloglu
{"title":"The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality","authors":"Furkan Atmaca, Baloglu","doi":"10.1177/00169862221110875","DOIUrl":"https://doi.org/10.1177/00169862221110875","url":null,"abstract":"We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies (n = 2,106). Results show that individuals with 2e who have learning disabilities perform lower than individuals with giftedness in Full-Scale Intelligence Quotient (FSIQ; g = −0.62), working memory (g = −0.79), and processing speed (g = −0.75). Individuals with 2e who have attention-deficit/hyperactivity disorder have a distinct profile in which only processing speed differs from individuals with giftedness (g = −0.55). Results suggest that using a single Intelligence Quotient (IQ) score in the identification process will be misleading. Moreover, IQ may mask the strengths or weaknesses of individuals with 2e.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76509038","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: 3
Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study 从老师的角度来看，谁是有天赋的?一项具有代表性的大规模研究
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-07-16 DOI: 10.1177/00169862221104026
Jessika Golle, T. Schils, L. Borghans, Norman Rose
{"title":"Who Is Considered Gifted From a Teacher’s Perspective? A Representative Large-Scale Study","authors":"Jessika Golle, T. Schils, L. Borghans, Norman Rose","doi":"10.1177/00169862221104026","DOIUrl":"https://doi.org/10.1177/00169862221104026","url":null,"abstract":"Teachers play important roles in identifying and promoting gifted students. An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We used data from a representative sample of Dutch primary school teachers (N = 1,304) who were asked whether or not they thought the students (N = 26,720) in their class were gifted. We investigated students’ cognitive and noncognitive attributes as well as demographic factors that might be relevant for this judgment. In sum, the findings revealed that teachers considered students to be gifted when, in comparison with their peers, students were superior in cognitive domains, especially with respect to academic achievement, scored higher on openness to experience and lower on agreeableness, were male, were younger, and came from families with higher parental education. These findings are discussed in relation to research on teacher nominations, teachers’ representations of giftedness and gifted students, and theoretical conceptions of giftedness.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86230489","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: 1
Miraca U. M. Gross: June 30, 1944, to January 28, 2022 米拉卡·m·格罗斯:1944年6月30日至2022年1月28日
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-07-15 DOI: 10.1177/00169862221113348
Jae Yup Jung
{"title":"Miraca U. M. Gross: June 30, 1944, to January 28, 2022","authors":"Jae Yup Jung","doi":"10.1177/00169862221113348","DOIUrl":"https://doi.org/10.1177/00169862221113348","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83524806","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
Simulation Evaluating Disproportionality-Based Indicators of Inequitable Selection Practices Into Advanced Academic Programming 模拟评估基于歧化的不公平选择实践指标进入高级学术规划
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-07-14 DOI: 10.1177/00169862221106463
Peter Boedeker, K. Lamb, Todd Kettler
{"title":"Simulation Evaluating Disproportionality-Based Indicators of Inequitable Selection Practices Into Advanced Academic Programming","authors":"Peter Boedeker, K. Lamb, Todd Kettler","doi":"10.1177/00169862221106463","DOIUrl":"https://doi.org/10.1177/00169862221106463","url":null,"abstract":"Gifted education programs identify students with exceptional ability or potential and provide specialized educational interventions to develop general academic and domain-specific talent. Research and legal actions have found access to gifted education riddled with inequity. Indicators of inequity in selection practices based on disproportionality have been developed in the context of employment and gifted education; however, these indicators have not been compared side by side. We evaluate combinations of disproportionality-based metrics and thresholds on their ability to flag for inequity those selection practices that are indeed inequitable while not flagging for inequity those that are not. Specifically, the risk ratio and a generalized form of the Inequity Allowance Formula/Inequity Index, called here the inequity allowance ratio, are evaluated with thresholds between 0.1 and 0.9. We evaluate false-positive rates and true-positive rates when equity or inequity in selection practices exists. Furthermore, we explore the effect of program selectivity on the performance of these indicators. Ultimately, we find that recommendations regarding which disproportionality-based metric and threshold to use depends on factors that we cannot know, including the distribution of qualification of students and the quantifiable selectivity of a program. Therefore, the use of a disproportionality-based indicator when evaluating programs for potential inequity is not recommended.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77589546","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
“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets “你真聪明!”:天赋、父母反馈和父母心态在预测学生心态中的作用
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-07-01 DOI: 10.1177/00169862221084238
Michiel Boncquet, J. Lavrijsen, M. Vansteenkiste, K. Verschueren, B. Soenens
{"title":"“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets","authors":"Michiel Boncquet, J. Lavrijsen, M. Vansteenkiste, K. Verschueren, B. Soenens","doi":"10.1177/00169862221084238","DOIUrl":"https://doi.org/10.1177/00169862221084238","url":null,"abstract":"Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students’ beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents’ intelligence and effort beliefs were related to students’ corresponding beliefs. Furthermore, parental feedback was associated with students’ beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students’ appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72422308","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
Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students 高能力大学生人格、内隐理论与主观幸福感的关系研究
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-06-29 DOI: 10.1177/00169862221107862
Sakhavat Mammadov, T. Ward
{"title":"Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students","authors":"Sakhavat Mammadov, T. Ward","doi":"10.1177/00169862221107862","DOIUrl":"https://doi.org/10.1177/00169862221107862","url":null,"abstract":"Personality plays a powerful role in predicting how individuals react to life events and evaluate their overall well-being. Similarly, implicit beliefs of ability determine the ways individuals react to experiences of success and failure. The present article reports the findings from two studies on the relationships between personality, implicit theories of ability, and subjective well-being among high-ability university students. Study 1 employed a variable-centered approach to examine well-being in relation to individual differences in Big Five personality traits and implicit theories. Study 2 moved beyond a variable-oriented focus to explore personality profiles among another (but similar) sample of high-ability adolescents through a person-centered analytic approach and identify associations of the emerging profiles with well-being and implicit theories. Findings were discussed in light of replicable personality prototypes and in relationship to previous research with high-ability students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78361445","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
Gifted Education on Reddit: A Social Media Sentiment Analysis Reddit上的资优教育:一项社交媒体情感分析
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-02-09 DOI: 10.1177/00169862221076403
Jaret Hodges, M. Simonsen, Jessica K. Ottwein
{"title":"Gifted Education on Reddit: A Social Media Sentiment Analysis","authors":"Jaret Hodges, M. Simonsen, Jessica K. Ottwein","doi":"10.1177/00169862221076403","DOIUrl":"https://doi.org/10.1177/00169862221076403","url":null,"abstract":"Social media continues to be an ever-present part of people’s lives. One of the largest social media websites, Reddit has more than 430 million unique visitors monthly. What is unknown to scholars is how gifted education fits into this modern form of communication. In our research, we examined how gifted education is discussed over Reddit using text mining in combination with sentiment analysis. In addition, our research conditioned sentiment on variables such as self-disclosure, interest, and controversy. We found that, overall, discussion of giftedness was neutral in terms of sentiment and used common language across subreddits. We also found that the language used and distribution of sentiment were similar between self-disclosures and non-self-disclosures.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80965436","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: 6
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