Pub Date : 2024-06-03DOI: 10.1080/13598139.2024.2359399
S. Phillipson, Saad M. Alamer, S. Phillipson
{"title":"The Saudi educational and learning capitals–perspectives from gifted and non-gifted students and their parents","authors":"S. Phillipson, Saad M. Alamer, S. Phillipson","doi":"10.1080/13598139.2024.2359399","DOIUrl":"https://doi.org/10.1080/13598139.2024.2359399","url":null,"abstract":"","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-26DOI: 10.1080/13598139.2023.2300415
Kwang Surk Jung
The purpose of this study is to analyze the relations between social competence and mental well-being through perceptions of giftedness in gifted and general students. Data are collected from 359 g...
{"title":"The relations of social competence and mental well-being by perception of giftedness in gifted students","authors":"Kwang Surk Jung","doi":"10.1080/13598139.2023.2300415","DOIUrl":"https://doi.org/10.1080/13598139.2023.2300415","url":null,"abstract":"The purpose of this study is to analyze the relations between social competence and mental well-being through perceptions of giftedness in gifted and general students. Data are collected from 359 g...","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1080/13598139.2023.2295320
Joseph Baker, Kathryn Johnston, Kevin Till
The word “talent” is used across many sport disciplines – to describe an athlete’s prowess (i.e. “he is talented”), as a term for what is sought after during assessment and selection (i.e. talent s...
{"title":"Is it time to retire ‘talent’ from discussions of athlete development?","authors":"Joseph Baker, Kathryn Johnston, Kevin Till","doi":"10.1080/13598139.2023.2295320","DOIUrl":"https://doi.org/10.1080/13598139.2023.2295320","url":null,"abstract":"The word “talent” is used across many sport disciplines – to describe an athlete’s prowess (i.e. “he is talented”), as a term for what is sought after during assessment and selection (i.e. talent s...","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1080/13598139.2023.2280658
Urška Žerak, Mojca Juriševič
Teachers’ mental representations significantly shape their attitudes and guide their professional behavior. This study focuses on identifying prospective teachers’ mental representations of gifted ...
{"title":"Exploring mental representations of prospective teachers about gifted education using associative group analysis","authors":"Urška Žerak, Mojca Juriševič","doi":"10.1080/13598139.2023.2280658","DOIUrl":"https://doi.org/10.1080/13598139.2023.2280658","url":null,"abstract":"Teachers’ mental representations significantly shape their attitudes and guide their professional behavior. This study focuses on identifying prospective teachers’ mental representations of gifted ...","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1080/13598139.2023.2278811
Samta P Pandya
ABSTRACTThis article reports a study on the impact of online spiritual lessons in improving self-regulation, emotion regulation, affect balance, peer relations, and well-being of high-ability college students of liberal arts disciplines. Compared to an online workshop on affect management, the online spiritual lessons were effective. Moderate effects were observed on the cognitive reappraisal and expressive suppression facets of emotion regulation andautonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance subscales of well-being. Fairly high effects were observed on peer relations, self-regulation, affect balance, and general/overall well-being outcomes. Gender, economic class, study subject, primary caregivers, living arrangements, attending extra lessons/having club memberships for advanced studies, and intervention compliance were significant predictors of intervention impact. Latent class analyses revealed eight classes/subgroups of participants reporting maximum posttest (T2) gains: male students, middle class, students of mathematics, literature, philosophy, who were attending extra lessons/having club memberships for advanced studies, who attended above threshold (51–90 or > 56%) online spiritual lessons, and who did above threshold homework lessons. Male students and those with high intervention compliance reported gains on all outcomes. Online spiritual lessons can be incorporated into socio-emotional leaning for high-ability collegians.KEYWORDS: Self-regulated learningaffect balancepeer relationshipswell-beinghigh-ability college studentsspirituality Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"College students with high abilities in liberal arts disciplines: Examining the effect of spirituality in bolstering self-regulated learning, affect balance, peer relationships, and well-being","authors":"Samta P Pandya","doi":"10.1080/13598139.2023.2278811","DOIUrl":"https://doi.org/10.1080/13598139.2023.2278811","url":null,"abstract":"ABSTRACTThis article reports a study on the impact of online spiritual lessons in improving self-regulation, emotion regulation, affect balance, peer relations, and well-being of high-ability college students of liberal arts disciplines. Compared to an online workshop on affect management, the online spiritual lessons were effective. Moderate effects were observed on the cognitive reappraisal and expressive suppression facets of emotion regulation andautonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance subscales of well-being. Fairly high effects were observed on peer relations, self-regulation, affect balance, and general/overall well-being outcomes. Gender, economic class, study subject, primary caregivers, living arrangements, attending extra lessons/having club memberships for advanced studies, and intervention compliance were significant predictors of intervention impact. Latent class analyses revealed eight classes/subgroups of participants reporting maximum posttest (T2) gains: male students, middle class, students of mathematics, literature, philosophy, who were attending extra lessons/having club memberships for advanced studies, who attended above threshold (51–90 or > 56%) online spiritual lessons, and who did above threshold homework lessons. Male students and those with high intervention compliance reported gains on all outcomes. Online spiritual lessons can be incorporated into socio-emotional leaning for high-ability collegians.KEYWORDS: Self-regulated learningaffect balancepeer relationshipswell-beinghigh-ability college studentsspirituality Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1080/13598139.2023.2206114
Dante D. Dixson, Leah Jansen, Ersie-Anastasia Gentzis, F. Worrell
{"title":"Gifted profiles of hope: Being hopeful is associated with a talent development psychosocial profile in gifted students","authors":"Dante D. Dixson, Leah Jansen, Ersie-Anastasia Gentzis, F. Worrell","doi":"10.1080/13598139.2023.2206114","DOIUrl":"https://doi.org/10.1080/13598139.2023.2206114","url":null,"abstract":"","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43148357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1080/13598139.2023.2206113
A. Ziegler, H. Stoeger
{"title":"First steps toward assessing talent-support systems on a country level","authors":"A. Ziegler, H. Stoeger","doi":"10.1080/13598139.2023.2206113","DOIUrl":"https://doi.org/10.1080/13598139.2023.2206113","url":null,"abstract":"","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44194994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/13598139.2023.2189573
Nina Steenberghs, J. Lavrijsen, K. Verschueren
ABSTRACT Teachers are key guidance figures in the lives of high-ability students. By building and maintaining close relationships with their students, teachers may heavily affect the socioemotional development of high-ability students. This study investigated how the teacher-student relationship quality affected the development of high-ability students’ academic engagement. Additionally, we examined if the teacher-student relationship quality was more important for the engagement of at-risk high-ability students (i.e. students with a low SES background or students with a diagnosed learning disability or developmental disorder). A sample of 403 Flemish high-ability students (IQ ≥ 120) reported on their behavioral and emotional (dis)engagement using scales developed by Skinner and colleagues (2009) and their relationship with their teachers using the People in My Life questionnaire (Cook et al. 1995). Multilevel growth curve analyses showed that positive and negative teacher-student relationships both contributed to the development of high-ability students’ behavioral and emotional (dis)engagement. Analyses also revealed that negative relationships had a stronger effect on the behavioral disengagement of low SES students. The emotional (dis)engagement of students with a diagnosed learning disability or developmental disorder was less affected by a negative teacher-student relationship. Results highlight the key position of the teacher in creating an engaging environment for high-ability students.
{"title":"Teacher-student relationships and engagement of high-ability students: An exploration from the perspective of the academic risk hypothesis","authors":"Nina Steenberghs, J. Lavrijsen, K. Verschueren","doi":"10.1080/13598139.2023.2189573","DOIUrl":"https://doi.org/10.1080/13598139.2023.2189573","url":null,"abstract":"ABSTRACT Teachers are key guidance figures in the lives of high-ability students. By building and maintaining close relationships with their students, teachers may heavily affect the socioemotional development of high-ability students. This study investigated how the teacher-student relationship quality affected the development of high-ability students’ academic engagement. Additionally, we examined if the teacher-student relationship quality was more important for the engagement of at-risk high-ability students (i.e. students with a low SES background or students with a diagnosed learning disability or developmental disorder). A sample of 403 Flemish high-ability students (IQ ≥ 120) reported on their behavioral and emotional (dis)engagement using scales developed by Skinner and colleagues (2009) and their relationship with their teachers using the People in My Life questionnaire (Cook et al. 1995). Multilevel growth curve analyses showed that positive and negative teacher-student relationships both contributed to the development of high-ability students’ behavioral and emotional (dis)engagement. Analyses also revealed that negative relationships had a stronger effect on the behavioral disengagement of low SES students. The emotional (dis)engagement of students with a diagnosed learning disability or developmental disorder was less affected by a negative teacher-student relationship. Results highlight the key position of the teacher in creating an engaging environment for high-ability students.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44397300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1080/13598139.2023.2176293
Duhita Mahatmya, S. Assouline, M. Foley‐Nicpon, S. Ali, D. McGinnis, A. Teriba
ABSTRACT Students underrepresented in traditional school-based gifted and talented programs require innovative programs that help them to identify their domain-specific talent and psychosocial strengths. The current study integrated the Talent Development Megamodel with Social Cognitive Career Theory to better identify clusters of psychosocial strengths and aptitudes of a group of middle school students. Sixth and seventh grade students (n = 240) attending schools in a predominantly midwestern state in the United States participated in the grant-funded Talent Identification and Career Exploration (TICE) program. Students completed assessments of their aptitude, academic-specific self-efficacy, outcome expectations, interests, and goals as part of the program. Results indicated a five-class Latent Profile Analyses (LPA) solution was considered the best fitting model, identifying student profiles labeled uninspired, confident but directionless, humanities, STEM, and confident and highly capable. There were no differences in class assignment based on prior identification as gifted and talented or presence of twice-exceptionality, and groups did not differ significantly in aptitude. Findings suggest the importance of tailoring interventions considering students’ psychosocial strengths and aptitudes and linking these profiles to career exploration activities.
{"title":"Patterns of high ability and underrepresented students’ subject-specific psychosocial strengths: A latent profile analysis","authors":"Duhita Mahatmya, S. Assouline, M. Foley‐Nicpon, S. Ali, D. McGinnis, A. Teriba","doi":"10.1080/13598139.2023.2176293","DOIUrl":"https://doi.org/10.1080/13598139.2023.2176293","url":null,"abstract":"ABSTRACT Students underrepresented in traditional school-based gifted and talented programs require innovative programs that help them to identify their domain-specific talent and psychosocial strengths. The current study integrated the Talent Development Megamodel with Social Cognitive Career Theory to better identify clusters of psychosocial strengths and aptitudes of a group of middle school students. Sixth and seventh grade students (n = 240) attending schools in a predominantly midwestern state in the United States participated in the grant-funded Talent Identification and Career Exploration (TICE) program. Students completed assessments of their aptitude, academic-specific self-efficacy, outcome expectations, interests, and goals as part of the program. Results indicated a five-class Latent Profile Analyses (LPA) solution was considered the best fitting model, identifying student profiles labeled uninspired, confident but directionless, humanities, STEM, and confident and highly capable. There were no differences in class assignment based on prior identification as gifted and talented or presence of twice-exceptionality, and groups did not differ significantly in aptitude. Findings suggest the importance of tailoring interventions considering students’ psychosocial strengths and aptitudes and linking these profiles to career exploration activities.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49175849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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