Gifted Child Quarterly最新文献_第9页

Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs 智力和学术资优学生的心理健康在独立和撤出资优项目

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-07-21 DOI: 10.1177/00169862211032987

Trent N. Cash, Tzu-Jung Lin

引用次数: 5

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students 资优、性别认同与自我接纳:LGBTQ+大学生的回顾性研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-07-12 DOI: 10.1177/00169862211029681

C. O. Lo, Shun-Fu Hu, H. Sungur, Ching-Hui Lin

{"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}

引用次数: 0

A Bioecological Systems View of School Experiences of High-Ability Students From Rural India 印度农村高能力学生学校经历的生物生态系统视角

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-07-08 DOI: 10.1177/00169862211030311

Aakash A. Chowkase

{"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}

引用次数: 3

Validity Evidence of The HOPE Scale in Korea: Identifying Gifted Students From Low-Income and Multicultural Families 韩国HOPE量表的效度证据:来自低收入及多元文化家庭的资优学生识别

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-06-24 DOI: 10.1177/00169862211024590

Hyeseong Lee, Marcia Gentry, Y. Maeda

引用次数: 4

Are Gifted Students Adapting Their Self-Regulated Learning Processes When Experiencing Challenging Tasks? 资优学生在经历具有挑战性的任务时是否适应了自我调节的学习过程?

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-06-24 DOI: 10.1177/00169862211025452

Lisa M. Ridgley, Lisa DaVia Rubenstein, G. L. Callan

{"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}

引用次数: 3

The International Cognitive Ability Resource: A Free Cognitive Measure With Utility for Postsecondary Giftedness Research 国际认知能力资源:对中学后天赋研究有实用价值的免费认知测量

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-06-21 DOI: 10.1177/00169862211023775

S. Young, Danika L. S. Maddocks, J. Carrigan

引用次数: 0

Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students 资优教育政策变化后的教育者认知:对资优学生服务的启示

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-06-18 DOI: 10.1177/00169862211023796

Jaret Hodges, Rachel U. Mun, Javetta Jones Roberson, Charles “Tedd” Flemister

引用次数: 2

Assessing the Universality of the Zero Originality Lists of the Torrance Tests of Creative Thinking (TTCT)-Figural: An Examination With African American College Students 托兰斯创造性思维测验(TTCT)零创意表的普遍性评价——以非裔美国大学生为例