Gifted and Talented International最新文献

{"title":"Where do eminence and transformational achievement fit into the gifted education picture?","authors":"Rena Subotnik, P. Olszewski-Kubilius, L. Kronborg","doi":"10.1080/15332276.2022.2051970","DOIUrl":"https://doi.org/10.1080/15332276.2022.2051970","url":null,"abstract":"This special double issue tackles a question, one among many in our wonderfully complicated field, that is philosophically charged and very much associated with the relationship of high performance to giftedness. The authors of the articles in this special issue do not conflate eminence with fame, which can be derived by outstanding contributions but also simply by being outrageous. Eminence is promoted here as a hard-earned designation given by peers for contributing to the betterment of practice, human well-being, or the promulgation of new ideas within a field. As eminence is very rare in the school age population, and generally is acknowledged much later in individuals’ lives, it is often left out of discussions about gifted education. The editors and authors of this special issue would argue that talent development is a lifelong journey, one that is often punctuated by important school experiences, but also takes place outside of schools, at home, and in communities of support. We feature nine articles in this special issue according to the following categorizations. First, we present articles that are framed around a model of talent development from potential to eminence or transformational achievement. Worrell and colleagues discuss the concept of eminence as the goal of talent development, an aspired endpoint of their Talent Development Megamodel, with the understanding that not all of those who are talented in earlier developmental periods will have the wherewithal, commitment, or psychological strength to pursue a creative product that changes the status quo in a domain. The article offers examples of trajectories from potential to achievement to expertise, and for some individuals to eminence in various domains. Paik and her colleagues present a biographical analysis of 19 and 20 century artists from minoritized groups framed by their Productive Giftedness Model. The model’s trajectory is also from potential to eminence. The focus of the model is on external factors such as the support derived by peers, families, mentors, and teachers, which were particularly salient for the individuals studied given the constraints and obstacles they encountered because of their gender or race. We are introduced by Balestrini and Stoeger to an example of what might be called an outlier talent field – Drum Corps. These fields have not been traditionally studied by researchers but offer interesting avenues to apply theoretical perspectives and gain new understandings about talent development. The drum corps phenomenon is framed using the Actiotope model, which focuses on the systems that support talent development in different domains. Unlike the other talents studied in the special issue, drum corps involves brilliant performance in unison with others. Two articles are focused on models as applied to eminent women. One, by Reis and Holinger, employs Reis’ female talent development model to study women with outstanding accomplishments in diverse fields.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"36 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44676569","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}

{"title":"The role of psychosocial support training in sports talent development","authors":"Luis Orione, D. S. Fleith, Fabrízio Veloso","doi":"10.1080/15332276.2021.1953418","DOIUrl":"https://doi.org/10.1080/15332276.2021.1953418","url":null,"abstract":"ABSTRACT The purpose of this study was to investigate the role of psychosocial support training for talent development in sports. Four elite Brazilian athletes, two males, and two females were interviewed. The grounded theory methodology was employed to analyze the data. The participants evaluated the psychosocial support training as instrumental to their talent development. They highlighted the following dimensions of the training: biofeedback, mentalization techniques, and feelings of knowing what to do under pressure. The findings of this study pointed out that factors associated with psychosocial support training, such as psychological strength, mastery orientation style, and tactical discipline, may contribute to athletes’ eminent performance. When applied to elite athletes, psychosocial support training may improve performance and psychosocial development. Theoretical and practical implications of this study considering talent development in different domains are discussed.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":" 5","pages":"102 - 114"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2021.1953418","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41252988","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}

{"title":"Passionate and opportune engagement to accomplish or achieve in talent domains leading to female eminence","authors":"L. Kronborg","doi":"10.1080/15332276.2021.2011630","DOIUrl":"https://doi.org/10.1080/15332276.2021.2011630","url":null,"abstract":"ABSTRACT Eminent women’s lives were examined to find the factors which the women perceived to have contributed to their talent development across seven domains of talent. Using feminist methodology, a Talent Development Model of Eminent Women was developed based on emergent themes from semi-structured interviews and demographic data. From this model, two of the themes found to be catalysts to the talent development with these eminent women were explored and explicated: passionate engagement in talent domains; and taking opportunities to accomplish and achieve in talent domains across their lifespan. These two key themes which emerged from the eminent women’s reflections on their lived experience have implications for other talented females, their teaching, and talent development. Additionally, two of the eminent participants in the research, one eminent actor in the arts, and one eminent medical scientist are used to exemplify their talent development to eminence in these themes.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"36 1","pages":"55 - 68"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49385616","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}

{"title":"Missing link between talent development and eminence: Why gifted students abandon their pursuit of science","authors":"Jiwon Lee","doi":"10.1080/15332276.2021.1965054","DOIUrl":"https://doi.org/10.1080/15332276.2021.1965054","url":null,"abstract":"ABSTRACT Talent development in science is a national investment as it is key to enhancing national competitiveness. However, even after undergoing a 3-year training in a science gifted academy, 8.5% of South Korea’s gifted students choose to enter medical school rather than pursuing a science or technology major. By conducting in-depth interviews with five participants, this study determines why talented students who are trained to become scientists at high schools and universities change their major to medicine. The participants were high school graduates gifted in science selected by purposive sampling according to the following criteria: Individuals entered medical school immediately after graduation, majored in a STEM at university and then entered a graduate school of medicine, and have a master’s or doctoral degree in a STEM major but changed their major to becoming a doctor. This study investigates students who have lost motivation for a pure STEM career to reflect on the educational and social driving forces that would have enabled them to continue on their path to become scientists. In addition, as it examines the current controversy over these individuals’ career choices, the study has implications for the development of talent development goals from a macro perspective.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"36 1","pages":"93 - 101"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43696936","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}

{"title":"Incremental validity of specific cognitive abilities beyond general intelligence for the explanation of students’ school achievement","authors":"M. Breit, F. Preckel","doi":"10.1080/15332276.2020.1799454","DOIUrl":"https://doi.org/10.1080/15332276.2020.1799454","url":null,"abstract":"ABSTRACT The incremental validity of specific cognitive abilities beyond general intelligence has been investigated in studies using hierarchical multiple regression analyzes (HMR). In the present study, we investigated whether the incremental validity of specific cognitive abilities (i.e., verbal, figural, and numerical ability) for the explanation of school grades varied as a function of students’ general ability level. Data comprised the standardization sample (N = 1371, ages 12.5–16.5) of the Berlin structure-of-intelligence test (BIS-HB; Jäger et al., 2006). Results of HMR analyses revealed that the specific cognitive abilities had little incremental validity in the low- and mid-IQ group. However, they provided significant benefit for the explanation of school grades in the high-IQ group. The results suggest that the interpretation of intelligence tests may benefit from a differential weighting of different test information, depending on general ability of the tested individual.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"35 1","pages":"73 - 85"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2020.1799454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41601835","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}

{"title":"Overview of meta-analyses on giftedness","authors":"Uzeyir Ogurlu","doi":"10.1080/15332276.2021.1893135","DOIUrl":"https://doi.org/10.1080/15332276.2021.1893135","url":null,"abstract":"ABSTRACT A meta-analysis is a statistical method for combining the results of primary studies on the same topic. Meta-analyses play a significant role in scientific research particularly in the field of gifted education in which the study results rely on small samples, imprecise measurements, and heterogeneity. This overview provides a thematic analysis followed by a technical review of completed meta-analyses on giftedness. Out of 168 identified studies, 22 meta-analyses are included in this study. The common theme clusters were social-emotional development, educational interventions, identification issues, minorities, and learning. The technical review covers conducted meta-analyses in this study with respect to their various steps. The results indicated a need for more comprehensive and rigorous meta-analyses in the field of gifted education.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"35 1","pages":"110 - 127"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2021.1893135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43282488","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}

{"title":"The social coping of academically high-achieving females before the onset of disordered eating","authors":"J. Krafchek, L. Kronborg","doi":"10.1080/15332276.2020.1818329","DOIUrl":"https://doi.org/10.1080/15332276.2020.1818329","url":null,"abstract":"ABSTRACT This qualitative study examined the social coping behaviors and strategies used by fourteen academically high-achieving females before the onset of disordered eating in high school. Ineffective social coping strategies could contribute to a feeling of helplessness, which is a risk factor for eating disorders. All participants were interviewed using a semi-structured protocol. The results of a content analysis showed that the participants who did not report any social problems preferred not to be in the popular group at school and they used prosocial behaviors, such as helping others with homework. The participants who experienced social problems and bullying used many ineffective social coping strategies before the onset of symptoms of disordered eating. The findings of this study are relevant for high-achieving students and school counselors. Education about the range of social coping strategies used by gifted and high-achieving students may reduce feelings of helplessness in coping with social problems.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"35 1","pages":"86 - 99"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2020.1818329","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45373093","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}

{"title":"Exploring potential differential relationships between social anxiety and emotional eating amongst normative vs. academically gifted students","authors":"Brian P. Godor, Recep Uysal, A. M. van der Poel, Pauline Jansen","doi":"10.1080/15332276.2021.1880302","DOIUrl":"https://doi.org/10.1080/15332276.2021.1880302","url":null,"abstract":"ABSTRACT The social environment, which plays a critical role, is an important factor for self-development during adolescence. On the other hand, gifted adolescents may be relatively at risk in social relationships. Therefore, the first objective of the current research is to examine the relationship between social anxiety and emotional eating in normative adolescents. The second objective is to examine whether this relationship would be different for academically gifted adolescents. For both groups, three constructs of social anxiety were examined: fear of negative evaluation, social avoidance and distress for new or unfamiliar situations, and social avoidance and distress for general situations. In total, 429 Dutch high school students completed measures of emotional eating and social anxiety (normative = 246, gifted = 83). The results from a confirmatory factor analysis showed that for normative adolescents only fear of negative evaluation was positively related to emotional eating (p < .001). For academically gifted adolescents, there were no significant relationships between any of the three constructs of social anxiety and emotional eating. Results and implications for future research directions are discussed. Future research projects would benefit from the exploration and addition of coping mechanisms to such studies. This could allow researchers to investigate the potential mediational effects of coping strategies between anxiety and emotional eating in these two groups.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"35 1","pages":"100 - 109"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2021.1880302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45828422","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}

{"title":"First-generation students in rural communities: A study of effective programming components that support closing the excellence gap","authors":"Carla B. Brigandi, Karen E. Rambo‐Hernandez, J. Schwartz","doi":"10.1080/15332276.2020.1774944","DOIUrl":"https://doi.org/10.1080/15332276.2020.1774944","url":null,"abstract":"ABSTRACT Large numbers of young people from underserved populations, including first-generation, low-income, and rural, are clearly capable of high levels of achievement but are failing to do so owing to lack of access and opportunities. The purpose of this study was to determine what characteristics of the Health Science Technology Academy (HSTA), a program designed to successfully mediate risk factors for high-achieving students from disadvantaged backgrounds, were critical to student success. With a specific focus on first-generation and non-first-generation students, results of descriptive statistics, chi-square, and ANOVA indicated first-generation students had slightly higher intentions to attend college and higher initial interest in pursuing a career in health sciences, and they perceived out-of-school experiences, such as field trips, as more influential in increasing their interest in pursuing a career in health sciences than non-first-generation students. Implications and future directions are discussed.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"35 1","pages":"3 - 15"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2020.1774944","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43363353","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}

{"title":"Assessing creative problem solving ability in mathematics: The DISCOVER Mathematics Assessment","authors":"Sema Tan, C. J. Maker","doi":"10.1080/15332276.2020.1793702","DOIUrl":"https://doi.org/10.1080/15332276.2020.1793702","url":null,"abstract":"ABSTRACT The purpose of this study was to revise and revalidate the scoring procedure of the DISCOVER Mathematics Assessment to allow evaluators to better measure creative problem solving ability in mathematics, identify gifted students, and evaluate the programs for creative problem solving. The data consisted of scores of 233 students selected from five different grade levels. We compiled descriptive statistics and conducted regression analyses to compare the relationships between both the original and revised versions of the scoring system and general creativity. The revised scoring system was more effective when predicting variance in general creativity for overall problem-solving performance, and performance in semi-open-ended problems. It also predicted more variance in general creativity for the group Higher Grade Levels than the group Lower Grade Levels. Therefore, we suggested that quality should be considered as well as fluency, flexibility, and originality when scoring assessments for creative problem solving ability in mathematics.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"35 1","pages":"58 - 71"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2020.1793702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49637002","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}