Pub Date : 2021-10-04DOI: 10.1080/13598139.2021.1978404
Álvaro Infantes-Paniagua, Ascensión Palomares Ruiz, J. Fernández-Bustos, O. C. Contreras Jordán
ABSTRACT Physical activity plays an important role in individuals’ physical and psychological health. However, there is scarce evidence on how physical activity is associated with socioemotional aspects in gifted students. This is of special importance since previous research showed that gifted students scored significantly lower on physical self-concept when compared with their non-gifted peers. This study aimed to measure the associations between physical activity and different dimensions of academic, physical, and global self-concept in a sample of 10- to 18-year-old Spanish gifted students. It also investigated differences with non-gifted students on physical activity, self-concept, and their associations. The study involved measuring the physical activity levels of 219 gifted and 242 non-gifted students through PAQ-A, following a cross-sectional design. It relied on SDQ-II and CAF to measure academic, physical, and global self-concepts and included the importance accorded to self-concepts. Results showed that gifted students scored higher on academic self-concept and lower on self-perceived athletic ability. Physical activity was associated with better physical and global self-concepts, with no differences between gifted and non-gifted participants. No interactions between giftedness and physical activity appeared. Both samples’ self-concept may benefit from physical activity equally. Strategies for promoting physical activity should be endorsed also in gifted students.
{"title":"Physical activity and self-concept in gifted students: A comparison with non-gifted students","authors":"Álvaro Infantes-Paniagua, Ascensión Palomares Ruiz, J. Fernández-Bustos, O. C. Contreras Jordán","doi":"10.1080/13598139.2021.1978404","DOIUrl":"https://doi.org/10.1080/13598139.2021.1978404","url":null,"abstract":"ABSTRACT Physical activity plays an important role in individuals’ physical and psychological health. However, there is scarce evidence on how physical activity is associated with socioemotional aspects in gifted students. This is of special importance since previous research showed that gifted students scored significantly lower on physical self-concept when compared with their non-gifted peers. This study aimed to measure the associations between physical activity and different dimensions of academic, physical, and global self-concept in a sample of 10- to 18-year-old Spanish gifted students. It also investigated differences with non-gifted students on physical activity, self-concept, and their associations. The study involved measuring the physical activity levels of 219 gifted and 242 non-gifted students through PAQ-A, following a cross-sectional design. It relied on SDQ-II and CAF to measure academic, physical, and global self-concepts and included the importance accorded to self-concepts. Results showed that gifted students scored higher on academic self-concept and lower on self-perceived athletic ability. Physical activity was associated with better physical and global self-concepts, with no differences between gifted and non-gifted participants. No interactions between giftedness and physical activity appeared. Both samples’ self-concept may benefit from physical activity equally. Strategies for promoting physical activity should be endorsed also in gifted students.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"211 - 226"},"PeriodicalIF":1.8,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41850590","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 : 2021-09-07DOI: 10.1080/13598139.2021.1971514
C. B. Müller, Rousseau Silva da Veiga, Amanda Franco da Silva, E. Wilhelm, L. M. Teixeira Vaz, G. Bergmann, E. dos Santos Pinheiro
ABSTRACT Rugby Sevens has been extensively investigated in elite athletes, but talented teenagers require more attention from sports development researchers. This study aimed to investigate a 16-week intervention of rugby training on physical performance in talented girls. Fifteen girls (14.00 ± 0.53 years, 156.27 ± 4.03 cm, 52.53 ± 5.67 kg) selected as physically talented for rugby to participate in a sport-development program were divided into two groups. The intervention group (IG) carried out two-session per week of rugby training for 16 weeks. The control group (CG) did not perform any type of physical training. A battery of physical tests was carried out before and after the intervention. A two-way ANOVA with group*time was carried out for analysis. Both groups increased their performance in countermovement jump, handgrip isometric strength, linear sprints, and 5-m multiple shuttle test (p < 0.05). However, squat jump, change of direction speed (CODS), and running anaerobic sprint test improved in IG (p < 0.05), while no difference was found in the CG. These results suggest that variables related to power output and CODS may be improved with the rugby training due to the specificity of the modality in talented girls.
{"title":"A 16-week rugby training program improves power and change of direction speed in talented girls","authors":"C. B. Müller, Rousseau Silva da Veiga, Amanda Franco da Silva, E. Wilhelm, L. M. Teixeira Vaz, G. Bergmann, E. dos Santos Pinheiro","doi":"10.1080/13598139.2021.1971514","DOIUrl":"https://doi.org/10.1080/13598139.2021.1971514","url":null,"abstract":"ABSTRACT Rugby Sevens has been extensively investigated in elite athletes, but talented teenagers require more attention from sports development researchers. This study aimed to investigate a 16-week intervention of rugby training on physical performance in talented girls. Fifteen girls (14.00 ± 0.53 years, 156.27 ± 4.03 cm, 52.53 ± 5.67 kg) selected as physically talented for rugby to participate in a sport-development program were divided into two groups. The intervention group (IG) carried out two-session per week of rugby training for 16 weeks. The control group (CG) did not perform any type of physical training. A battery of physical tests was carried out before and after the intervention. A two-way ANOVA with group*time was carried out for analysis. Both groups increased their performance in countermovement jump, handgrip isometric strength, linear sprints, and 5-m multiple shuttle test (p < 0.05). However, squat jump, change of direction speed (CODS), and running anaerobic sprint test improved in IG (p < 0.05), while no difference was found in the CG. These results suggest that variables related to power output and CODS may be improved with the rugby training due to the specificity of the modality in talented girls.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"195 - 210"},"PeriodicalIF":1.8,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46915242","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 : 2021-07-05DOI: 10.1080/13598139.2021.1948394
T. Luor, Anies Al-Hroub, Hsi-Peng Lu, T. Chang
ABSTRACT This study used the bibliographic scattering analysis to explore the scientific publications trends on gifted individuals with autism spectrum disorders (ASD) over the past 23 years. The study examined the applicability and appropriateness of Bradford’s and Lotka’s laws of scattering to measure the impact factors of journals, institutions, countries, researchers, and personal publications on the area of research. After examining 95 research papers published in 55 Social Sciences Citation Indexed (SSCI) journals from 1998 to 2020. The rank list was prepared to identify the core journals in education. Themost frequent venues of journals in descending order of times cited are, Philosophical Transactions of the Royal Society B-Biological Science (USA) with 33.8% of citation, followed by the Journal of Autism and Developmental Disorders (USA) with 10.3% of citation and Journal of the American Academy of Child and Adolescent Psychiatry (USA) with 8.2% of citation. The top four categories of research were psychology with 37.13% of publications, followed by psychiatry (13.77%), neurosciences and neurology (11.38%), and education (8.38%). The study found that Asperger syndrome (AS) is still used in academic studies, even after it was immersed in the ASD by DSM-5 criteria. The findings and limitations were presented and discussed.
{"title":"Scientific research trends in gifted individuals with autism spectrum disorder: A Bibliographic Scattering Analysis (1998-2020)","authors":"T. Luor, Anies Al-Hroub, Hsi-Peng Lu, T. Chang","doi":"10.1080/13598139.2021.1948394","DOIUrl":"https://doi.org/10.1080/13598139.2021.1948394","url":null,"abstract":"ABSTRACT This study used the bibliographic scattering analysis to explore the scientific publications trends on gifted individuals with autism spectrum disorders (ASD) over the past 23 years. The study examined the applicability and appropriateness of Bradford’s and Lotka’s laws of scattering to measure the impact factors of journals, institutions, countries, researchers, and personal publications on the area of research. After examining 95 research papers published in 55 Social Sciences Citation Indexed (SSCI) journals from 1998 to 2020. The rank list was prepared to identify the core journals in education. Themost frequent venues of journals in descending order of times cited are, Philosophical Transactions of the Royal Society B-Biological Science (USA) with 33.8% of citation, followed by the Journal of Autism and Developmental Disorders (USA) with 10.3% of citation and Journal of the American Academy of Child and Adolescent Psychiatry (USA) with 8.2% of citation. The top four categories of research were psychology with 37.13% of publications, followed by psychiatry (13.77%), neurosciences and neurology (11.38%), and education (8.38%). The study found that Asperger syndrome (AS) is still used in academic studies, even after it was immersed in the ASD by DSM-5 criteria. The findings and limitations were presented and discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"169 - 193"},"PeriodicalIF":1.8,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2021.1948394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47518981","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 : 2021-05-26DOI: 10.1080/13598139.2021.1903842
L. Kanevsky, O. Lo, Vicky Marghelis
ABSTRACT Conditions influencing 328 students’ (Grades 6-8) preferences for collaborating or working alone on challenging projects were investigated, as well as their potential interactions with ability, grade and sex. Each student completed the Cognitive Abilities Test (Form 7) and Project Context Survey. No overall preference for individual or collaborative projects was found. Students’ preferences were sensitive to features of the context (subject, nature of the task and social dynamics). Individual projects were preferred in art and shared projects in science and social studies. Students with high ability and boys preferred individual projects in Math. Principal components analyses revealed three contextual considerations influenced students’ desire to work on projects alone (enjoyment, optimizing the outcome, and risk management) and five influenced the appeal of collaborating (inclusiveness and trust, access to the strengths of others, their perceived need for support, familiarity, and fair assessment). High ability students were more concerned with the efficiency and quality of their work, and their grades while others their age were more influenced by the potential for fun. Grade 8 students were more concerned with risk management and the assessment process than younger students. If the safe, supportive, fair conditions they sought for collaborating were not available, students’ default preference was to work alone on a challenging project.
{"title":"Individual or collaborative projects? Considerations influencing the preferences of students with high reasoning ability and others their age","authors":"L. Kanevsky, O. Lo, Vicky Marghelis","doi":"10.1080/13598139.2021.1903842","DOIUrl":"https://doi.org/10.1080/13598139.2021.1903842","url":null,"abstract":"ABSTRACT Conditions influencing 328 students’ (Grades 6-8) preferences for collaborating or working alone on challenging projects were investigated, as well as their potential interactions with ability, grade and sex. Each student completed the Cognitive Abilities Test (Form 7) and Project Context Survey. No overall preference for individual or collaborative projects was found. Students’ preferences were sensitive to features of the context (subject, nature of the task and social dynamics). Individual projects were preferred in art and shared projects in science and social studies. Students with high ability and boys preferred individual projects in Math. Principal components analyses revealed three contextual considerations influenced students’ desire to work on projects alone (enjoyment, optimizing the outcome, and risk management) and five influenced the appeal of collaborating (inclusiveness and trust, access to the strengths of others, their perceived need for support, familiarity, and fair assessment). High ability students were more concerned with the efficiency and quality of their work, and their grades while others their age were more influenced by the potential for fun. Grade 8 students were more concerned with risk management and the assessment process than younger students. If the safe, supportive, fair conditions they sought for collaborating were not available, students’ default preference was to work alone on a challenging project.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"87 - 119"},"PeriodicalIF":1.8,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2021.1903842","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41470014","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 : 2021-04-15DOI: 10.1080/13598139.2021.1910497
D. Detanico, R. Kons, Raul Canestri, M. Albuquerque
ABSTRACT This study aimed to analyze whether judo experience, somatic maturation, growth, and physical capacities discriminate young judo athletes from different competitive levels (state and national). Sixty-six young male judo athletes (36 from state and 30 from national level) participated in this study, divided from the annual competitive season. The assessments were performed in two stages separated by 48 hours: anthropometric measurements and physical tests (standing long jump – SLJ, medicine ball throw test-MBT, handgrip strength test – HGS, Special Judo Fitness Test – SJFT and Judogi Grip Isometric Strength Test–JGST). Judo athletes were asked for their date of birth and judo experience. T-test and discriminant analysis were used to compare and discriminate the variables between young judo athletes from state and national groups with the level of significance set at 5%. The main results showed that stature, judo experience, JGST, and SLJ performance were higher in the national group (p < 0.05) and could adequately discriminate competitive levels (structural coefficient >30, p < 0.001). It was concluded that young male judo athletes who compete at the national level are taller, more experienced, and present superior physical performance in tests related to strength and power than athletes from the state group of the same age.
{"title":"Can judo experience, somatic maturation, growth and physical capacities discriminate young judo athletes from different competitive levels?","authors":"D. Detanico, R. Kons, Raul Canestri, M. Albuquerque","doi":"10.1080/13598139.2021.1910497","DOIUrl":"https://doi.org/10.1080/13598139.2021.1910497","url":null,"abstract":"ABSTRACT This study aimed to analyze whether judo experience, somatic maturation, growth, and physical capacities discriminate young judo athletes from different competitive levels (state and national). Sixty-six young male judo athletes (36 from state and 30 from national level) participated in this study, divided from the annual competitive season. The assessments were performed in two stages separated by 48 hours: anthropometric measurements and physical tests (standing long jump – SLJ, medicine ball throw test-MBT, handgrip strength test – HGS, Special Judo Fitness Test – SJFT and Judogi Grip Isometric Strength Test–JGST). Judo athletes were asked for their date of birth and judo experience. T-test and discriminant analysis were used to compare and discriminate the variables between young judo athletes from state and national groups with the level of significance set at 5%. The main results showed that stature, judo experience, JGST, and SLJ performance were higher in the national group (p < 0.05) and could adequately discriminate competitive levels (structural coefficient >30, p < 0.001). It was concluded that young male judo athletes who compete at the national level are taller, more experienced, and present superior physical performance in tests related to strength and power than athletes from the state group of the same age.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"121 - 134"},"PeriodicalIF":1.8,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2021.1910497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49089165","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 : 2021-03-31DOI: 10.1080/13598139.2021.1900792
I. Faber, Lena Sloot, L. Hoogeveen, M. Elferink‐Gemser, J. Schorer
ABSTRACT This literature review provides an overview of the various modern approaches in talent programs for the context of schools and sports reported in scientific journals (2009–2019) and presents their similarities and differences and options for cross-pollination between contexts. This is a first attempt to overarch contexts regarding talent identification and development. Searches in 12 databases yielded 31 studies. Similarities and differences between contexts were distilled through a qualitative content analysis and described for the identification of talent and talent development. Based on these results, it is suggested that school contexts might benefit from including a talent transfer pathway, differentiating for maturity-level and sex, emphasizing on deliberate practice, monitoring load-ability, and applying acceleration, which are proposed approaches in the sport context. Furthermore, several approaches from the school context could enhance talent programs in sport, including universal screening, paying attention to underserved populations, focusing on creativity and enrichment as well as enhancing the accountability and education level of trainers/coaches. Future studies need to evaluate the efficacy and feasibility of approaches in practice. Moreover, the search could be expanded to other countries to establish a more global view while examining national patterns regarding policy and funding contexts in which programs are located.
{"title":"Western Approaches for the identification and development of talent in schools and sports contexts from 2009 to 2019 - a literature review","authors":"I. Faber, Lena Sloot, L. Hoogeveen, M. Elferink‐Gemser, J. Schorer","doi":"10.1080/13598139.2021.1900792","DOIUrl":"https://doi.org/10.1080/13598139.2021.1900792","url":null,"abstract":"ABSTRACT This literature review provides an overview of the various modern approaches in talent programs for the context of schools and sports reported in scientific journals (2009–2019) and presents their similarities and differences and options for cross-pollination between contexts. This is a first attempt to overarch contexts regarding talent identification and development. Searches in 12 databases yielded 31 studies. Similarities and differences between contexts were distilled through a qualitative content analysis and described for the identification of talent and talent development. Based on these results, it is suggested that school contexts might benefit from including a talent transfer pathway, differentiating for maturity-level and sex, emphasizing on deliberate practice, monitoring load-ability, and applying acceleration, which are proposed approaches in the sport context. Furthermore, several approaches from the school context could enhance talent programs in sport, including universal screening, paying attention to underserved populations, focusing on creativity and enrichment as well as enhancing the accountability and education level of trainers/coaches. Future studies need to evaluate the efficacy and feasibility of approaches in practice. Moreover, the search could be expanded to other countries to establish a more global view while examining national patterns regarding policy and funding contexts in which programs are located.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"135 - 168"},"PeriodicalIF":1.8,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2021.1900792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45629553","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 : 2021-02-26DOI: 10.1080/13598139.2021.1885353
Ewout A. Timmerman, G. Savelsbergh, D. Farrow
ABSTRACT The aim of this study was to determine what kind of performance characteristics distinguish between different skill levels at different development stages in field hockey using a multi-dimensional testing battery. A total of 100 players identified as “talented” (51.0% girls) and 105 recreational level players (41.0% girls) divided over three age groups (U13/U15/U18) performed anthropometric, physical capacity, sport-specific technical skill and decision-making tests and completed self-regulation and sport history questionnaires. Gender specific multivariate analysis with playing level and age group as factors and age as a covariate were performed. Results revealed that experienced selectors and coaches select players for representative teams predominantly based on their dribbling skills, passing/hitting skills and speed and endurance. Furthermore, it is clear that selection for such a representative team is strongly influenced by maturational status and accumulated field hockey specific training hours. Interestingly, no differences were found between the self-regulatory skills of state and club level players for either gender. This study highlighted the performance characteristics deemed to be important by selectors and coaches and emphasized the need to consider the strong influence of maturational status and practice history when selecting “talented” players as these factors don’t translate to future sporting success.
{"title":"Examining the influence of multiple performance characteristics on selection into a representative team in field hockey","authors":"Ewout A. Timmerman, G. Savelsbergh, D. Farrow","doi":"10.1080/13598139.2021.1885353","DOIUrl":"https://doi.org/10.1080/13598139.2021.1885353","url":null,"abstract":"ABSTRACT The aim of this study was to determine what kind of performance characteristics distinguish between different skill levels at different development stages in field hockey using a multi-dimensional testing battery. A total of 100 players identified as “talented” (51.0% girls) and 105 recreational level players (41.0% girls) divided over three age groups (U13/U15/U18) performed anthropometric, physical capacity, sport-specific technical skill and decision-making tests and completed self-regulation and sport history questionnaires. Gender specific multivariate analysis with playing level and age group as factors and age as a covariate were performed. Results revealed that experienced selectors and coaches select players for representative teams predominantly based on their dribbling skills, passing/hitting skills and speed and endurance. Furthermore, it is clear that selection for such a representative team is strongly influenced by maturational status and accumulated field hockey specific training hours. Interestingly, no differences were found between the self-regulatory skills of state and club level players for either gender. This study highlighted the performance characteristics deemed to be important by selectors and coaches and emphasized the need to consider the strong influence of maturational status and practice history when selecting “talented” players as these factors don’t translate to future sporting success.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"65 - 85"},"PeriodicalIF":1.8,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2021.1885353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42058225","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 : 2020-12-20DOI: 10.1080/13598139.2020.1840966
Saad M. Alamer, S. Phillipson
ABSTRACT Gifted education in the Kingdom of Saudi Arabia has developed significantly since its tentative beginnings in 1969. Increasingly, however, there are concerns that gifted education is not meeting its objectives. Based on the Ziegler-Balestrini-Stoegerian framework, we evaluate Saudi gifted education from a macro-systemic perspective, including the identification of the ten important exogenous and endogenous capitals and the six principles (law of the minimum, continuity, developmental level, support systems, control system and external management). Using information obtained from 25 source documents, we conduct an automated content analysis using Leximancer to find information related to each of the ten capitals and six principles. Our finding that the absence of a clearly articulated set of objectives and expected outcomes impact the system on many levels, and that, at best, Saudi gifted education is best described as a proto-system.
{"title":"Current status and future prospects of Saudi gifted education: A macro-systemic perspective","authors":"Saad M. Alamer, S. Phillipson","doi":"10.1080/13598139.2020.1840966","DOIUrl":"https://doi.org/10.1080/13598139.2020.1840966","url":null,"abstract":"ABSTRACT Gifted education in the Kingdom of Saudi Arabia has developed significantly since its tentative beginnings in 1969. Increasingly, however, there are concerns that gifted education is not meeting its objectives. Based on the Ziegler-Balestrini-Stoegerian framework, we evaluate Saudi gifted education from a macro-systemic perspective, including the identification of the ten important exogenous and endogenous capitals and the six principles (law of the minimum, continuity, developmental level, support systems, control system and external management). Using information obtained from 25 source documents, we conduct an automated content analysis using Leximancer to find information related to each of the ten capitals and six principles. Our finding that the absence of a clearly articulated set of objectives and expected outcomes impact the system on many levels, and that, at best, Saudi gifted education is best described as a proto-system.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"21 - 44"},"PeriodicalIF":1.8,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1840966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46491702","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 : 2020-12-06DOI: 10.1080/13598139.2020.1855124
Nina Licul, Mojca Juriševič
ABSTRACT Creative classroom climate has an impact on the development of gifted students, but there is still not enough empirical evidence to support this hypothesis. The purpose of this study was to examine how elementary school students, aged 11 to 14 years, experience a creative environment in different educational settings. Specifically, the aim of the study was twofold: (1) to compare gifted students’ perception of creative climate in regular vs. enriched art classes, and (2) to compare the gifted students’ perception of creative climate in regular art classes with the perception of their nongifted classmates. The data were collected by using an adapted version of Péter-Szarka et al. questionnaire, which measures creative climate. The results reveal that gifted students found enriched classes more creative than regular classes. The perception of the overall creative climate in regular classes was similar in both groups of students; however, in three of the five measured dimensions of creative climate the results did point to statistical and practical significance in differences between the groups. The findings of this study offer a valuable insight into the students’ perception of a creative environment in art classes and may provide guidelines for enhancing the quality of gifted student education.
{"title":"The perception of creative classroom climate in elementary school students: Comparison between regular and enriched visual art classes","authors":"Nina Licul, Mojca Juriševič","doi":"10.1080/13598139.2020.1855124","DOIUrl":"https://doi.org/10.1080/13598139.2020.1855124","url":null,"abstract":"ABSTRACT Creative classroom climate has an impact on the development of gifted students, but there is still not enough empirical evidence to support this hypothesis. The purpose of this study was to examine how elementary school students, aged 11 to 14 years, experience a creative environment in different educational settings. Specifically, the aim of the study was twofold: (1) to compare gifted students’ perception of creative climate in regular vs. enriched art classes, and (2) to compare the gifted students’ perception of creative climate in regular art classes with the perception of their nongifted classmates. The data were collected by using an adapted version of Péter-Szarka et al. questionnaire, which measures creative climate. The results reveal that gifted students found enriched classes more creative than regular classes. The perception of the overall creative climate in regular classes was similar in both groups of students; however, in three of the five measured dimensions of creative climate the results did point to statistical and practical significance in differences between the groups. The findings of this study offer a valuable insight into the students’ perception of a creative environment in art classes and may provide guidelines for enhancing the quality of gifted student education.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"33 1","pages":"45 - 63"},"PeriodicalIF":1.8,"publicationDate":"2020-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1855124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43235940","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 : 2020-10-09DOI: 10.1080/13598139.2020.1832445
S. Milic, V. Simeunovic
ABSTRACT Assessing giftedness is one of the inevitable processes in the identification of gifted schoolchildren which involves all the actors included in the direct contact with schoolchildren. Since the assessments are regarded as a subjective opinion of the assessor, our aim is to determine the level of certainty that we can take into account when assessing giftedness identification. In relation to that, the research is based on the validation of compliance in the giftedness assessments of schoolchildren by: teachers, parents, peers and schoolchildren’s self-assessment.The research was conducted on 115 schoolchildren aged 8 and 9 in Bosnia and Herzegovina. The instruments for giftedness assessment were based on the theory of multiple intelligences. The instruments passed several validations, and their metric characteristics were determined. The content validity has been established, and it shows in a high-quality manner that the measuring instrument provides the possibility of appropriate measurement of multiple intelligences, while the reliability of the instrument is confirmed by Cronbach’s alpha coefficient. The positive correlation among the perceptions of teachers, schoolchildren, peers, and the self-assessment is confirmed by Pearson’s correlation analysis. The Kruskal–Wallis test, with the Dunn’s post-hoc test, indicates that there is a high congruence between the assessments of all four groups of assessors. The greatest agreement in assessments was found in musical intelligence, whereas the greatest differences in assessments were detected in the combination of parents with other assessors. The findings in this research will be used for creating a software for giftedness assessment.
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