Pub Date : 2020-09-24DOI: 10.1080/13598139.2020.1818554
Seon-young Lee, M. Matthews, Eunjoo Boo, Y. Kim
{"title":"Gifted students’ perceptions about leadership and leadership development","authors":"Seon-young Lee, M. Matthews, Eunjoo Boo, Y. Kim","doi":"10.1080/13598139.2020.1818554","DOIUrl":"https://doi.org/10.1080/13598139.2020.1818554","url":null,"abstract":"","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"1 1","pages":"1-41"},"PeriodicalIF":1.8,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1818554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48969146","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 : 2020-07-02DOI: 10.1080/13598139.2019.1601071
Daniel Hernández-Torrano, Aliya Kuzhabekova
ABSTRACT The field of gifted education emerged in 1920s. Since that time, it has evolved from an emerging research area to a relatively mature field with regular regional and international conferences and key journals publishing main theoretical developments and empirical explorations in the field. This descriptive bibliometric study examines the state and development of international research on gifted education using publication and citation data from four specialized journals in the field between 1957 and 2017. The study reveals the dynamics of publication and citation on gifted education research over time, as well as the distribution of articles across the four journals. The analysis also provides an idea of the countries/regions and institutions leading the research on gifted education and information about the most productive authors, as well as the most influential articles over the last 60 years. In addition, the study uncovers the snapshot of collaboration networks between countries/regions, institutions, and individual researchers. Finally, the findings about the state and development of research on gifted education are discussed and the implications for the development of the field are presented.
{"title":"The state and development of research in the field of gifted education over 60 years: A bibliometric study of four gifted education journals (1957–2017)","authors":"Daniel Hernández-Torrano, Aliya Kuzhabekova","doi":"10.1080/13598139.2019.1601071","DOIUrl":"https://doi.org/10.1080/13598139.2019.1601071","url":null,"abstract":"ABSTRACT The field of gifted education emerged in 1920s. Since that time, it has evolved from an emerging research area to a relatively mature field with regular regional and international conferences and key journals publishing main theoretical developments and empirical explorations in the field. This descriptive bibliometric study examines the state and development of international research on gifted education using publication and citation data from four specialized journals in the field between 1957 and 2017. The study reveals the dynamics of publication and citation on gifted education research over time, as well as the distribution of articles across the four journals. The analysis also provides an idea of the countries/regions and institutions leading the research on gifted education and information about the most productive authors, as well as the most influential articles over the last 60 years. In addition, the study uncovers the snapshot of collaboration networks between countries/regions, institutions, and individual researchers. Finally, the findings about the state and development of research on gifted education are discussed and the implications for the development of the field are presented.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"133 - 155"},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1601071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48544088","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 : 2020-07-02DOI: 10.1080/13598139.2019.1607721
Anne N. Rinn, Kathryn L. Soles, S. Ferguson, Kendal N. Smith
ABSTRACT The purpose of this study was to examine the psychological constructs of personality, academic self-concept, and perfectionism using latent profile analysis in order to explore the notion of an undergraduate honors student typology. A sample (N = 357) of average ability and high ability undergraduates completed measures of personality, academic self-concept, perfectionism, and demographic information. Latent profile analysis resulted in four distinct profiles which were named Insecure and Disorganized Students, Introverted and Driven Students, Laid Back and Socially Focused Students, and Extraverted and Driven Students. Covariate analysis was then conducted to compare the four profiles on covariates of undergraduate grade point average, identification for a gifted program during elementary school, and current undergraduate honors program membership.
{"title":"Psychological profiles among high ability undergraduate students","authors":"Anne N. Rinn, Kathryn L. Soles, S. Ferguson, Kendal N. Smith","doi":"10.1080/13598139.2019.1607721","DOIUrl":"https://doi.org/10.1080/13598139.2019.1607721","url":null,"abstract":"ABSTRACT The purpose of this study was to examine the psychological constructs of personality, academic self-concept, and perfectionism using latent profile analysis in order to explore the notion of an undergraduate honors student typology. A sample (N = 357) of average ability and high ability undergraduates completed measures of personality, academic self-concept, perfectionism, and demographic information. Latent profile analysis resulted in four distinct profiles which were named Insecure and Disorganized Students, Introverted and Driven Students, Laid Back and Socially Focused Students, and Extraverted and Driven Students. Covariate analysis was then conducted to compare the four profiles on covariates of undergraduate grade point average, identification for a gifted program during elementary school, and current undergraduate honors program membership.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"157 - 179"},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1607721","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48936690","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 : 2020-07-02DOI: 10.1080/13598139.2019.1661223
James C. Bishop, Anne N. Rinn
ABSTRACT The difficulty of distinguishing between genuine disorder and characteristics that can be attributed to high IQ increases the likelihood of diagnostic error by mental health practitioners. This mixed methods study explores the possibility of misdiagnosis of high IQ youth by mental health professionals. Participants were private practice mental health professionals (n = 330) who were presented with case study vignettes illustrating high IQ youth exhibiting characteristics associated with their population. Participants then completed a questionnaire and provided an assessment of the hypothetical client. Classification and Regression Tree (CART) analysis was utilized to develop a decision tree to predict the likelihood of a diagnosis of disorder being rendered for high IQ youth experiencing behavioral or emotional issues related to their intelligence. We also examined the stated rationale of the participants in arriving at their clinical judgments to determine what themes and commonalities emerged. The study found that, regardless of whether high IQ is suggested as a possible explanation of the presenting issues of a high IQ youth, mental health clinicians still leaned toward some type of diagnosis of disorder (82.9% without suggestion of high IQ vs. 78.4% with suggestion, difference 4.5%). The results of this study provide much-needed empirical exploration of the concern for misdiagnosis of high IQ youth and inform clinical practice and education.
{"title":"The potential of misdiagnosis of high IQ youth by practicing mental health professionals: A mixed methods study","authors":"James C. Bishop, Anne N. Rinn","doi":"10.1080/13598139.2019.1661223","DOIUrl":"https://doi.org/10.1080/13598139.2019.1661223","url":null,"abstract":"ABSTRACT The difficulty of distinguishing between genuine disorder and characteristics that can be attributed to high IQ increases the likelihood of diagnostic error by mental health practitioners. This mixed methods study explores the possibility of misdiagnosis of high IQ youth by mental health professionals. Participants were private practice mental health professionals (n = 330) who were presented with case study vignettes illustrating high IQ youth exhibiting characteristics associated with their population. Participants then completed a questionnaire and provided an assessment of the hypothetical client. Classification and Regression Tree (CART) analysis was utilized to develop a decision tree to predict the likelihood of a diagnosis of disorder being rendered for high IQ youth experiencing behavioral or emotional issues related to their intelligence. We also examined the stated rationale of the participants in arriving at their clinical judgments to determine what themes and commonalities emerged. The study found that, regardless of whether high IQ is suggested as a possible explanation of the presenting issues of a high IQ youth, mental health clinicians still leaned toward some type of diagnosis of disorder (82.9% without suggestion of high IQ vs. 78.4% with suggestion, difference 4.5%). The results of this study provide much-needed empirical exploration of the concern for misdiagnosis of high IQ youth and inform clinical practice and education.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"213 - 243"},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1661223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43738434","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 : 2020-07-02DOI: 10.1080/13598139.2019.1607722
J. Mudrak, Katerina Zabrodska, Kateřina Machovcová
ABSTRACT In this article, we introduce a systemic framework for the development of learning potential to professional excellence inspired by the Actiotope model of giftedness. First, we critically reflect on three theoretical approaches representing different psychological constructions of learning potential. We label these approaches theories of giftedness, theories of practice, and theories of motivation. We explore contradictory ways in which these theories construct key factors that determine the successful development of human potential. Based on this comparison, we discuss the limitations of these theories stemming from their philosophical, methodological, and ideological backgrounds, including disproportionate emphasis on selected developmental factors, implicit one-way causality, and the dominant role of an individual over social influences. We further argue that the contradictory conclusions of these approaches may be reconciled within a systemic framework that acknowledges the reciprocal interactions between the key developmental factors proposed by these approaches, including learning outcomes, achievement motivation, practice and the social environment (including developmental resources and demands). We apply our systemic model in the context of the development of academic careers, in which we document the importance of the proposed components and how their interactions result in the processes of “cumulative advantage”, as well as the context-dependency of the model.
{"title":"Psychological constructions of learning potential and a systemic approach to the development of excellence","authors":"J. Mudrak, Katerina Zabrodska, Kateřina Machovcová","doi":"10.1080/13598139.2019.1607722","DOIUrl":"https://doi.org/10.1080/13598139.2019.1607722","url":null,"abstract":"ABSTRACT In this article, we introduce a systemic framework for the development of learning potential to professional excellence inspired by the Actiotope model of giftedness. First, we critically reflect on three theoretical approaches representing different psychological constructions of learning potential. We label these approaches theories of giftedness, theories of practice, and theories of motivation. We explore contradictory ways in which these theories construct key factors that determine the successful development of human potential. Based on this comparison, we discuss the limitations of these theories stemming from their philosophical, methodological, and ideological backgrounds, including disproportionate emphasis on selected developmental factors, implicit one-way causality, and the dominant role of an individual over social influences. We further argue that the contradictory conclusions of these approaches may be reconciled within a systemic framework that acknowledges the reciprocal interactions between the key developmental factors proposed by these approaches, including learning outcomes, achievement motivation, practice and the social environment (including developmental resources and demands). We apply our systemic model in the context of the development of academic careers, in which we document the importance of the proposed components and how their interactions result in the processes of “cumulative advantage”, as well as the context-dependency of the model.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"181 - 212"},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1607722","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45704370","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 : 2020-07-02DOI: 10.1080/13598139.2019.1661224
Kenneth A. Kiewra, Brittany A. Rom
ABSTRACT To gain a deep and integrative understanding of the conditions associated with academic talent development, a cross-case qualitative study was conducted wherein six National Merit Scholars and their parents were interviewed. Findings from each case study pertaining to home, school, and personal conditions were revealed. Cross-case analysis revealed that the Scholars were raised in enriched two-parent homes with multiple children by well-educated parents. In that home environment, the Scholars showed precocious abilities and acquired positive values about educational success. Children emerged from their early home environments highly motivated, independent, and hard-working. Thereafter, parents had minimal involvement in students’ academic success. Schooling played an important role too. Scholars benefited from an assortment of special educational opportunities such as home-schooling and programs for academically gifted. Scholars were also positively influenced by peers, and they engaged in many activities outside academics. Results generally fit with the talent literature with two exceptions: (a) Scholars did not demonstrate a singleness of purpose and (b) parents seemingly had minimal involvement in their child’s academic success during the school years.
{"title":"A glimpse inside the lives of the academically talented: What merit scholars and their parents reveal","authors":"Kenneth A. Kiewra, Brittany A. Rom","doi":"10.1080/13598139.2019.1661224","DOIUrl":"https://doi.org/10.1080/13598139.2019.1661224","url":null,"abstract":"ABSTRACT To gain a deep and integrative understanding of the conditions associated with academic talent development, a cross-case qualitative study was conducted wherein six National Merit Scholars and their parents were interviewed. Findings from each case study pertaining to home, school, and personal conditions were revealed. Cross-case analysis revealed that the Scholars were raised in enriched two-parent homes with multiple children by well-educated parents. In that home environment, the Scholars showed precocious abilities and acquired positive values about educational success. Children emerged from their early home environments highly motivated, independent, and hard-working. Thereafter, parents had minimal involvement in students’ academic success. Schooling played an important role too. Scholars benefited from an assortment of special educational opportunities such as home-schooling and programs for academically gifted. Scholars were also positively influenced by peers, and they engaged in many activities outside academics. Results generally fit with the talent literature with two exceptions: (a) Scholars did not demonstrate a singleness of purpose and (b) parents seemingly had minimal involvement in their child’s academic success during the school years.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"245 - 264"},"PeriodicalIF":1.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1661224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43935095","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 : 2020-06-01DOI: 10.1080/13598139.2020.1768056
Kate Lafferty, S. Phillipson, S. Costello
ABSTRACT The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study.
{"title":"Educational Resources And Gender Norms: An examination of the Actiotope Model of Giftedness and social gender norms on achievement","authors":"Kate Lafferty, S. Phillipson, S. Costello","doi":"10.1080/13598139.2020.1768056","DOIUrl":"https://doi.org/10.1080/13598139.2020.1768056","url":null,"abstract":"ABSTRACT The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"32 1","pages":"171 - 187"},"PeriodicalIF":1.8,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1768056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43014007","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 : 2020-05-27DOI: 10.1080/13598139.2020.1770704
Ahmed M. Abdulla Alabbasi, Alaa Eldin A. Ayoub, A. Ziegler
This Meta-Analysis investigated the relationship between emotional intelligence (EI) and giftedness. The study focused on whether gifted learners possessed higher levels of EI when compared with th...
{"title":"Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis","authors":"Ahmed M. Abdulla Alabbasi, Alaa Eldin A. Ayoub, A. Ziegler","doi":"10.1080/13598139.2020.1770704","DOIUrl":"https://doi.org/10.1080/13598139.2020.1770704","url":null,"abstract":"This Meta-Analysis investigated the relationship between emotional intelligence (EI) and giftedness. The study focused on whether gifted learners possessed higher levels of EI when compared with th...","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1770704","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46643850","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 : 2020-04-01DOI: 10.1080/13598139.2020.1740582
S. Assouline, Duhita Mahatmya, Lori M. Ihrig, Erin Lane
ABSTRACT This research investigates high-achieving, rural middle-school students’ academic attributions and self-efficacy. The study sample (n = 77) included middle-school students attending schools in rural districts in a predominately rural, Midwestern state in the United States (U.S.). There was high participation in the Free and Reduced Lunch (FRL) program in the sample (average of 45.1% among the 8 participating districts). Students attending rural, under-resourced schools in the U.S. are vulnerable with respect to full academic development. We identified academic potential through the administration of a nationally standardized above-level test. Although there were no differences in the study sample’s female and male students’ scores in any of the four subject areas on the above-level test, there were differences for some of the psychosocial variables. A greater percentage of high-achieving males attributed both general school success and math success to ability; a greater percentage of high-achieving female students attributed general school success and math success to effort. Students in rural school districts often lack access to advanced educational opportunities, which may shape their beliefs about academic potential and self-efficacy and impact decisions regarding advanced coursework. Implications for school practitioners to foster the immediate and long-term talent development of high-achieving rural students are discussed.
{"title":"High-achieving rural middle-school students’ academic self-efficacy and attributions in relationship to gender","authors":"S. Assouline, Duhita Mahatmya, Lori M. Ihrig, Erin Lane","doi":"10.1080/13598139.2020.1740582","DOIUrl":"https://doi.org/10.1080/13598139.2020.1740582","url":null,"abstract":"ABSTRACT This research investigates high-achieving, rural middle-school students’ academic attributions and self-efficacy. The study sample (n = 77) included middle-school students attending schools in rural districts in a predominately rural, Midwestern state in the United States (U.S.). There was high participation in the Free and Reduced Lunch (FRL) program in the sample (average of 45.1% among the 8 participating districts). Students attending rural, under-resourced schools in the U.S. are vulnerable with respect to full academic development. We identified academic potential through the administration of a nationally standardized above-level test. Although there were no differences in the study sample’s female and male students’ scores in any of the four subject areas on the above-level test, there were differences for some of the psychosocial variables. A greater percentage of high-achieving males attributed both general school success and math success to ability; a greater percentage of high-achieving female students attributed general school success and math success to effort. Students in rural school districts often lack access to advanced educational opportunities, which may shape their beliefs about academic potential and self-efficacy and impact decisions regarding advanced coursework. Implications for school practitioners to foster the immediate and long-term talent development of high-achieving rural students are discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"32 1","pages":"143 - 169"},"PeriodicalIF":1.8,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1740582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46278814","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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