Gifted Child Quarterly最新文献

{"title":"Emotional Response to Testing in Gifted and Highly Gifted Children","authors":"C. Cornoldi, D. Giofrè, I. Mammarella, E. Toffalini","doi":"10.1177/00169862211042901","DOIUrl":"https://doi.org/10.1177/00169862211042901","url":null,"abstract":"Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85146628","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":"“Giftedness Without Gifted Children” Revisited","authors":"Craig Waterman","doi":"10.1177/00169862211040529","DOIUrl":"https://doi.org/10.1177/00169862211040529","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84891738","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":"Providing Equity in Gifted Education in a Single-State Country","authors":"Sema Tan","doi":"10.1177/00169862211040523","DOIUrl":"https://doi.org/10.1177/00169862211040523","url":null,"abstract":"Turkey adopts a single-state (centralized/unitary) system that results in following the same identification procedures and providing similar service delivery options for the entire country. At first glance, this might seem like a fair way to achieve equity within public school gifted programs. However, a close look at this system reveals several handicaps such as implementing the same teacher training program for all teacher candidates, ignoring the unequal opportunities provided in the most (İstanbul) and least (Şırnak) economically developed cities, and the accessibility of services delivered to gifted students. Turkey has paid much attention to the education of the gifted and taken several important steps for improvement in the last three decades. However, a need for bigger changes to achieve equity in gifted education is clear. With a careful planning and implementation, appropriate changes might pave the way for gifted students to access more equal opportunities to fulfill their potential.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76570261","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":"Achieving Equity Within Public School Gifted and Talented Programs: The Need for Transparent, Scientific Methodology","authors":"Caitlyn Singam","doi":"10.1177/00169862211040527","DOIUrl":"https://doi.org/10.1177/00169862211040527","url":null,"abstract":"“The existence of disproportionality does not make gifted services inherently racist,” writes Peters (2021) in the conclusion of his article, “The Challenges of Achieving Equity Within Public School Gifted and Talented Programs,” and with that statement so highlights the logical flaw that runs unchecked through his article. Although his statement is justified in the sense that the mere existence of disproportionality does not condemn gifted services as inherently unequitable—correlation, after all, does not beget causation—it does not exonerate the educational system from such charges either. The problem, then, lies less with what points Peters does make than the ones which are all the more glaring for their absence: namely, the role of school systems in perpetuating systemic racism and inequity. Per Peters’ bold concluding statement, schools and their accelerated programs do not inherently bear responsibility for the inequity that they display due to the existence of the larger context in which such programs exist, but rather exist as largely neutral entities that merely reflect the biased world that they are mired in. It is curious, then, that Peters opens his article by highlighting this result from a 2013 meta-analysis: “Petersen found that boys were more likely to be identified as gifted than girls, particularly during preadolescence, and that these findings held regardless of race, ethnicity, or socioeconomic status.” The very finding he highlights—indicating a notable inequity in gifted services across gender, even when results are standardized across traditional indicators of opportunity availability such as socioeconomic status—suggests that problems in GT identification run far deeper than just external problems, particularly given studies that indicate girls and boys start school on equal footing even by traditional academic measures (e.g., test scores). Peters, despite ostensibly (per the title of the paper) focusing on improving equity across all dimensions— not just race—and leading his discussion with this finding, conveniently fails to revisit it or the topic of gender inequity across the remaining nine pages of text. The astute reader may wonder how, precisely, a purportedly neutral system can take two populations that exhibit equal performance and obtain unequal results without being deemed biased. Certainly, one can ascribe at least some of the variation to outside factors—for instance, girls being discouraged from pursuing academics due to gender bias—but the fact that girls perform as well as or better than boys in school and show equal rates of academic progress (see, for instance, the work of Ding et al. [2006]), means that the effect of such biases is clearly insufficient, in and of itself, to cause the significant disparity in identification rates that is observed during the selection process for accelerated programs. Peters argues that this phenomenon may be due to “differences in true scores due to some children not hav","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83753825","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":"Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs","authors":"Trent N. Cash, Tzu-Jung Lin","doi":"10.1177/00169862211032987","DOIUrl":"https://doi.org/10.1177/00169862211032987","url":null,"abstract":"This study examined the psychological well-being of students enrolled in two gifted programs with different service delivery models. Participants were 292 fifth- and sixth-grade students (Mage = 11.70, SDage = 0.65) enrolled in a gifted math pull-out program (n = 103), a self-contained gifted program (n = 90), or a program providing no gifted services, which served as a control group (n = 99). Multiple differences in psychological well-being across programs were revealed in Hierarchical Linear Models, particularly in terms of math self-concept, loneliness, and maladaptive perfectionism. Students in the two gifted programs reported different patterns of psychological well-being when compared with students in the no gifted services control group. These differences suggest distinct social phenomena underlying the two different service delivery models.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89545676","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":"Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students","authors":"C. O. Lo, Shun-Fu Hu, H. Sungur, Ching-Hui Lin","doi":"10.1177/00169862211029681","DOIUrl":"https://doi.org/10.1177/00169862211029681","url":null,"abstract":"In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little is known regarding these students’ experience at, and outside of, school. Focusing on the individual process of gender identity development and self-acceptance, we interviewed nine LGBTQ+ postsecondary students in North America (aged between 19 and 29 years) who are graduates of an academically focused high school in Turkey. In particular, we studied their ways of thinking, stress coping strategies, and environmental factors that may have enabled their self-acceptance of LGBTQ+ identities. Findings of the study show that the mental health of LGBTQ+ is a function of individual factors (e.g., coping strategies), structural factors (e.g., a homophobic sociocultural environment), and the context. The findings also indicate the benefits of complexity and reflectiveness in thinking, metacognition and the ability to separate identity labels from identities, enabled by high school peer support, liberal curriculum and classroom discussions, and access to information during adolescence.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72791542","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":"A Bioecological Systems View of School Experiences of High-Ability Students From Rural India","authors":"Aakash A. Chowkase","doi":"10.1177/00169862211030311","DOIUrl":"https://doi.org/10.1177/00169862211030311","url":null,"abstract":"Using Bronfenbrenner’s bioecological systems theory, this study investigated the school experiences of nine high-ability students from three secondary schools in rural Western India. Analyses of semistructured interviews revealed several interconnected systems of influences on the school experiences of participants. Intrapersonal aspects such as positive academic self-perceptions, constant pursuit for academic excellence, and mixed feelings about being formally identified as gifted directly affected school experiences. In the participants’ immediate environment, school aspects such as teacher–student relationships, teaching methods, and curricular content had the most prominent influence on their school experiences. Interactions between family and the school systems had direct and mixed influences on participants’ school experiences. Besides the adversities of rural education, participants emphasized the unique strengths of rural settings in India including the role of extended families, strong rural attachment, and positive relationships with school, teachers, and community that positively contributed to their school experiences. Implications for rural gifted education in India are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73037708","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":"Validity Evidence of The HOPE Scale in Korea: Identifying Gifted Students From Low-Income and Multicultural Families","authors":"Hyeseong Lee, Marcia Gentry, Y. Maeda","doi":"10.1177/00169862211024590","DOIUrl":"https://doi.org/10.1177/00169862211024590","url":null,"abstract":"The underrepresentation of students from low-income families and of culturally diverse students is a longstanding and pervasive problem in the field of gifted education. Teachers play an important role in equitably identifying and serving students in gifted education; therefore, the Having Opportunities Promotes Excellence (HOPE) Scale was used in this study with a sample of Korean elementary school teachers (n = 55) and their students (n = 1,157). Confirmatory factor analysis and multigroup confirmatory factor analysis results suggested the HOPE Scale shows equivalence of model form, factor loading, and factor variances across different income and ethnic groups. A follow-up interview with teachers (n = 6) revealed they acknowledged the importance of using the HOPE Scale as an additional method for identifying gifted students; however, they indicated less confidence about rating gifted students’ social characteristics compared with academic components in the HOPE Scale.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85746462","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":"Are Gifted Students Adapting Their Self-Regulated Learning Processes When Experiencing Challenging Tasks?","authors":"Lisa M. Ridgley, Lisa DaVia Rubenstein, G. L. Callan","doi":"10.1177/00169862211025452","DOIUrl":"https://doi.org/10.1177/00169862211025452","url":null,"abstract":"Self-regulated learning (SRL) promotes both current and future academic achievement and must be adapted based on task demands. To develop SRL, gifted students must have opportunities to experience optimally challenging tasks. Gifted students’ past experiences (or lack thereof) with challenging tasks affects how they approach current tasks, which affects how they will approach challenges in the future. The current study used a two-stage approach to examine the extent to which Honors College students are able to adjust their SRL approaches based on task demands. Stage 1 provided baseline data on which types of Graduate Record Examination data analysis problems each student found to be difficult or easy. Then, in Stage 2, students were provided individually designed, easy and difficult problems. The students reported their SRL processes while engaging with the problems. When students were solving difficult problems, they demonstrated lower self-efficacy, lower performance evaluations, and lower effort. Furthermore, students reported using more surface level strategies when solving a difficult task, compared with their deeper strategic approach employed when engaging with the easy task. These findings suggest that, although gifted students may be aware of deeper, more effective strategies, they may not transfer these skills to difficult learning tasks. Thus, one recommendation would be to provide gifted students with more opportunities to practice building and transferring adaptive SRL processes when faced with a challenging task.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85852196","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":"The International Cognitive Ability Resource: A Free Cognitive Measure With Utility for Postsecondary Giftedness Research","authors":"S. Young, Danika L. S. Maddocks, J. Carrigan","doi":"10.1177/00169862211023775","DOIUrl":"https://doi.org/10.1177/00169862211023775","url":null,"abstract":"Research on high-ability postsecondary students has increased in recent years; yet identifying such students can be challenging. The International Cognitive Ability Resource (ICAR) is an online, open-access tool designed to facilitate measurement of cognitive abilities in research. We evaluated whether the ICAR is appropriate to identify high-ability postsecondary students for research; high ability was classified by a General Ability Index score of 120 or higher on the WAIS-IV. In a sample of 97 students from a U.S. university (Mean age 22.47 years, Mean General Ability Index score 115.13) the 60-item ICAR demonstrated adequate diagnostic accuracy to identify high ability with three appropriate cut scores (33, 34, or 35 items correct out of 60). The 16-item ICAR had no appropriate cut scores but demonstrated validity as a brief cognitive ability measure that could be used to examine relations between intelligence and other variables. Findings suggest that the ICAR could be a useful open-source tool for research with high-ability college students","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82100521","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}