Gifted and Talented International最新文献_第10页

The importance of being gifted: Stages of gifted identity development, their correlates and predictors 天赋的重要性:天赋认同发展的阶段，它们的相关性和预测因素

Gifted and Talented International Pub Date : 2016-01-02 DOI: 10.1080/15332276.2016.1194675

T. G. Baudson, J. Ziemes

{"title":"The importance of being gifted: Stages of gifted identity development, their correlates and predictors","authors":"T. G. Baudson, J. Ziemes","doi":"10.1080/15332276.2016.1194675","DOIUrl":"https://doi.org/10.1080/15332276.2016.1194675","url":null,"abstract":"ABSTRACT Identity formation is particularly challenging for stigmatized minorities. The minority stress model (MSM) posits that both negative stereotypes and their internalization represent stressors. There is evidence that this applies to the gifted, too. However, their status is ambiguous, given that both negative and positive stereotypes exist. Furthermore, individual wellbeing also hinges on one’s identity stage, as outlined in the Cass identity model (CIM). The CIM was applied to gifted identity development in a survey of 742 high-IQ society members (16–79 years). Identity stages could be reliably and validly assessed with a new measure and were related to adjustment and coping as expected. Latent class analysis revealed four groups, which resembled the CIM, but with a few notable exceptions. Ordinal-logistic regression showed that years since first suspicion and since diagnosis of giftedness predicted group membership. In sum, identity development in the gifted examined here shows similarities with the CIM stages (which are differentially related to wellbeing and feelings toward one’s own giftedness) but has its own specific characteristics, too.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"31 1","pages":"19 - 32"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2016.1194675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59865685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Toward an Iranian conception of giftedness 伊朗人对天赋的看法

Gifted and Talented International Pub Date : 2016-01-02 DOI: 10.1080/15332276.2016.1194674

Sareh Karami, M. Ghahremani

引用次数: 4

What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school? 在成绩优异的中学女校，是什么促成了有天赋的青春期女性的才能发展?

Gifted and Talented International Pub Date : 2015-07-03 DOI: 10.1080/15332276.2015.1137450

C. Tweedale, L. Kronborg

{"title":"What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school?","authors":"C. Tweedale, L. Kronborg","doi":"10.1080/15332276.2015.1137450","DOIUrl":"https://doi.org/10.1080/15332276.2015.1137450","url":null,"abstract":"ABSTRACT The purpose of this research was to examine what contributes to gifted adolescent females’ talent development at a high-achieving girls’ school. Using Kronborg’s (2010) Talent Development Model for Eminent Women as a theoretical framework, this research examined the conditions that supported and those that hindered the participants’ talent development in the setting of their secondary girls’ school. In this qualitative study, semistructured interviews were conducted with six gifted females, 17–20 years of age, who were all identified as gifted and who achieved highly in one or more talent domains during their years at their former high-achieving secondary girls’ school. The findings of this research support the theoretical framework. The themes found to support these participants’ talent development were psychological qualities, individual abilities, opportunities to achieve in talent domain(s), allies in the family, allies beyond the family, passionate engagement in talent domain, and feelings and experiences of difference. These findings add support to the themes Kronborg (2010) found in her Talent Development Model of Eminent Women.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"30 1","pages":"6 - 18"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2015.1137450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59865620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Sources of global academic self-efficacy in academically high-achieving females before the onset of disordered eating 进食障碍前学业成绩优异的女性整体学业自我效能感的来源

Gifted and Talented International Pub Date : 2015-07-03 DOI: 10.1080/15332276.2015.1137454

J. Krafchek, L. Kronborg

引用次数: 3

An exploration of women’s engagement in Makerspaces 探索女性参与创客空间

Gifted and Talented International Pub Date : 2015-07-03 DOI: 10.1080/15332276.2015.1137456

Vanessa Bean, N. M. Farmer, B. Kerr

引用次数: 25

Students’ perceptions of real engagement in active problem solving 学生对积极解决问题的真正参与的认知

Gifted and Talented International Pub Date : 2015-07-03 DOI: 10.1080/15332276.2015.1137462

I-Chen Wu, Randal Pease, C. Maker

引用次数: 14

Gender differences in self-concept, locus of control, and goal orientation in Mexican high-achieving students 墨西哥高成就学生自我概念、控制点及目标导向的性别差异

Gifted and Talented International Pub Date : 2015-07-03 DOI: 10.1080/15332276.2015.1137451

A. Valdés-Cuervo, Pedro Antonio Sánchez Escobedo, María Dolores Valadez-Sierra

引用次数: 8

Myth busting: Do high-performance students prefer working alone? 破除迷思:成绩优异的学生更喜欢独自学习吗?

Gifted and Talented International Pub Date : 2015-07-03 DOI: 10.1080/15332276.2015.1137461

Cheryl L. Walker, B. Shore

引用次数: 15

Current status of twice-exceptional students: A look at legislation and policy in the United States 双优学生现状:美国立法与政策透视

Gifted and Talented International Pub Date : 2015-07-03 DOI: 10.1080/15332276.2015.1137463

Nielsen Pereira, J. Knotts, Julia Roberts, C. Gatton

{"title":"Current status of twice-exceptional students: A look at legislation and policy in the United States","authors":"Nielsen Pereira, J. Knotts, Julia Roberts, C. Gatton","doi":"10.1080/15332276.2015.1137463","DOIUrl":"https://doi.org/10.1080/15332276.2015.1137463","url":null,"abstract":"ABSTRACT Educational legislation and policy can lead to effective educational practices, especially for student populations that have had equal access to education addressing their needs, such as students with disabilities and gifted students. This study was an examination of state legislation and policy related to twice-exceptional learners in the United States. Forty-two administrators from state departments of education completed questionnaires, and 131 state policy and legislation documents were reviewed to reveal mention of twice-exceptional learners. Results indicate the (a) lack of state legislation and policy related to twice-exceptional students; (b) need for collaboration among general, gifted, and special education professionals; (c) importance of specific definitions and characteristics for twice-exceptionality; and (d) existence of models for initiatives related to twice exceptionality. The researchers intend for these results to lead educators to advocate for the inclusion of twice-exceptional learners in law and policy at state and national levels.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"30 1","pages":"122 - 134"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2015.1137463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59865968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers? 学业自我概念、成就目标和成就:学业优等生和差生之间的关系是否相同?

Gifted and Talented International Pub Date : 2015-07-03 DOI: 10.1080/15332276.2015.1137458

F. Preckel, Martin Brunner

{"title":"Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers?","authors":"F. Preckel, Martin Brunner","doi":"10.1080/15332276.2015.1137458","DOIUrl":"https://doi.org/10.1080/15332276.2015.1137458","url":null,"abstract":"ABSTRACT This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students’ cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample comprised 769 students (50.78% female, 160 underachievers, 176 overachievers) in the highest track of the German secondary school system who were assessed three times (in grade 5, 6, and 8). Controlling for students’ cognitive ability, results supported the reciprocal effects model for positive developmental relations between academic self-concept and achievement in the overall sample. Furthermore, academic self-concept and performance goals showed significant reciprocal relations. For achievement goals, only mastery goals showed positive reciprocal relationships with academic achievement, whereas performance goals (approach and avoidance) showed no significant relations. However, for underachieving students, academic self-concept as well as mastery goals were unrelated to later achievement, and for overachieving students, both constructs showed positive relations with later achievement. Findings indicate that interventions aimed at positive goal development might also produce positive and lasting impacts on academic self-concept and—mediated by self-concept—on academic achievement. However, this does not seem to apply to underachieving students.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"30 1","pages":"68 - 84"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2015.1137458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59865855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17