Pub Date : 2020-02-29DOI: 10.1080/13598139.2020.1733391
Tracy L. Cross, J. Cross
ABSTRACT Some students with gifts and talents (SWGT) are among the thousands of youths who die by suicide every year, although there is no way to know how many. Research indicates they are not more likely to engage in suicidal behaviors than other students. They do have unique risk and protective factors, however. Risk factors can accumulate to outweigh protective factors, causing a downward trajectory toward psychache, a condition of intense psychological pain and hopelessness. Without intervention, SWGT suffering from psychache are in imminent danger of suicide. This paper outlines an ecological model of suicidal behavior among SWGT that provides an explanation and framework for future research and prevention efforts.
{"title":"An ecological model of suicidal behavior among students with gifts and talents","authors":"Tracy L. Cross, J. Cross","doi":"10.1080/13598139.2020.1733391","DOIUrl":"https://doi.org/10.1080/13598139.2020.1733391","url":null,"abstract":"ABSTRACT Some students with gifts and talents (SWGT) are among the thousands of youths who die by suicide every year, although there is no way to know how many. Research indicates they are not more likely to engage in suicidal behaviors than other students. They do have unique risk and protective factors, however. Risk factors can accumulate to outweigh protective factors, causing a downward trajectory toward psychache, a condition of intense psychological pain and hopelessness. Without intervention, SWGT suffering from psychache are in imminent danger of suicide. This paper outlines an ecological model of suicidal behavior among SWGT that provides an explanation and framework for future research and prevention efforts.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"32 1","pages":"105 - 123"},"PeriodicalIF":1.8,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1733391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42665543","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 : 2020-02-27DOI: 10.1080/13598139.2020.1733392
M. Zeidner
ABSTRACT Achieving happiness is considered to be a high value goal in modern society, associated with manifold positive outcomes. Much of the literature on gifted students focuses on cognitive outcomes, with a paucity of research on positive psychological constructs. The major goal of this paper is to examine the empirical evidence bearing on the happiness of gifted students when compared to their nonidentified students from a positive psychological perspective. The methodology of this study is based on a small-scale meta-analysis of the six available studies providing empirical data on differences among educational groups in their happiness. These six studies included a total of 1632 participants (mean proportion male = 53%), comprised of 713 gifted (61% boys) and 919 nonidentified students (47% boys). Overall, this study failed to reveal mean reliable differences among educational groups in happiness, supporting the position that giftedness is more of a protective resource than a vulnerability factor. Directions for future research in this relatively neglected, yet important, area of research are presented. This paper concludes by contending that gifted students who are happy and also feel they are contributing to the greater good and improving life, are also more likely to flourish and eventually benefit both themselves and society as a whole.
{"title":"“Don’t worry—be happy”: The sad state of happiness research in gifted students","authors":"M. Zeidner","doi":"10.1080/13598139.2020.1733392","DOIUrl":"https://doi.org/10.1080/13598139.2020.1733392","url":null,"abstract":"ABSTRACT Achieving happiness is considered to be a high value goal in modern society, associated with manifold positive outcomes. Much of the literature on gifted students focuses on cognitive outcomes, with a paucity of research on positive psychological constructs. The major goal of this paper is to examine the empirical evidence bearing on the happiness of gifted students when compared to their nonidentified students from a positive psychological perspective. The methodology of this study is based on a small-scale meta-analysis of the six available studies providing empirical data on differences among educational groups in their happiness. These six studies included a total of 1632 participants (mean proportion male = 53%), comprised of 713 gifted (61% boys) and 919 nonidentified students (47% boys). Overall, this study failed to reveal mean reliable differences among educational groups in happiness, supporting the position that giftedness is more of a protective resource than a vulnerability factor. Directions for future research in this relatively neglected, yet important, area of research are presented. This paper concludes by contending that gifted students who are happy and also feel they are contributing to the greater good and improving life, are also more likely to flourish and eventually benefit both themselves and society as a whole.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"32 1","pages":"125 - 142"},"PeriodicalIF":1.8,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1733392","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44172706","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 : 2020-02-16DOI: 10.1080/13598139.2020.1728191
H. Sarmento, D. Araújo
ABSTRACT This study investigates the factors driving football players with identical training experience and genetics to have dramatically different career paths. We studied two paired cases from a pool of 32 talented U-20 players who were twice World Champions. The first paired case is a set of monozygotic twins that played football for exactly the same period of time yet only one of them was selected for the national team. The second paired case refers to an outstanding player who got injured and withdrew from his football career and the player who replaced him in the national team. Semi-structured interviews were conducted and then analyzed inductively. The results provide a description of opportunities (affordances) that could only be taken by those who were ready to act skillfully when such rare event occurred. To act on such affordances (or not) may dramatically change the outcome of a player’s career. These results suggest that expert performance and high achievement emerge from circumstances resulting from the self-organization of several performer-environmental factors. Acting on such opportunities (affordances) implies being perceptually attuned to and ready for unpredictable events. This research builds on the ecological dynamics approach and provides a basis for further understanding of expertise and expert performance.
{"title":"Readiness for career affordances in high-level football: Two case studies in Portugal","authors":"H. Sarmento, D. Araújo","doi":"10.1080/13598139.2020.1728191","DOIUrl":"https://doi.org/10.1080/13598139.2020.1728191","url":null,"abstract":"ABSTRACT This study investigates the factors driving football players with identical training experience and genetics to have dramatically different career paths. We studied two paired cases from a pool of 32 talented U-20 players who were twice World Champions. The first paired case is a set of monozygotic twins that played football for exactly the same period of time yet only one of them was selected for the national team. The second paired case refers to an outstanding player who got injured and withdrew from his football career and the player who replaced him in the national team. Semi-structured interviews were conducted and then analyzed inductively. The results provide a description of opportunities (affordances) that could only be taken by those who were ready to act skillfully when such rare event occurred. To act on such affordances (or not) may dramatically change the outcome of a player’s career. These results suggest that expert performance and high achievement emerge from circumstances resulting from the self-organization of several performer-environmental factors. Acting on such opportunities (affordances) implies being perceptually attuned to and ready for unpredictable events. This research builds on the ecological dynamics approach and provides a basis for further understanding of expertise and expert performance.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"32 1","pages":"89 - 103"},"PeriodicalIF":1.8,"publicationDate":"2020-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1728191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48642642","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 : 2020-01-02DOI: 10.1080/13598139.2020.1783855
Alejandro Veas
With this new issue of High Ability Studies, I commence the first editorship of my professional career. It is a real honor for me, and I am deeply grateful to the General Committee of the European Council of High Abilities (ECHA) for this opportunity. I feel genuinely overwhelmed by your confidence in me, and this incredible opportunity to lead such a prestigious journal in the field of giftedness and talent. I also want to express my gratitude to Dr. Albert Ziegler, the last Editor-in-Chief of the journal. I fondly remember our first meeting in Nuremberg, during my academic stay at your university in 2016. Since then, I feel extremely fortunate to have known a fantastic person like you, even beyond our research collaborations. Further, I extend my gratitude to Manuel Hopp, who is the Assistant Editor of the journal and was also one of my partners during my stay in Nuremberg. Both of you have ensured the smooth transition of the journal’s editorship. In fact, all the contributions of the present issue have been processed under Dr. Ziegler’s editorship. This journal has experienced significant growth since its inception. During my doctoral thesis apprenticeship about underachievement in secondary education, High Ability Studies had a great impact on me. Through the journal, I discovered crucial contributions that shed light on the international community. In my opinion, the journal has achieved three important advances: (1) the establishment of a consistent and dynamic theoretical perspective regarding giftedness and talent; (2) an open perspective concerning high abilities in formal and informal contexts; and (3) the application of distinct methodologies in specific domains, such as STEM, sports, or arts. In conjunction, these achievements invest in the expected communion between theorists and practitioners. Given my experience as an educational counselor in both primary and secondary education, I think that we should continue to progress in this direction. Thus, empirical studies should be the basis to construct a more solid and dynamic theory. As a clear example of this goal, it is important to mention the journal’s latest issue on selfregulated learning (SRL) by gifted, talented, and high-achieving learners. I sincerely believe that these contributions will have a consistent impact on effective SRL systems in different contexts. HIGH ABILITY STUDIES 2020, VOL. 31, NO. 1, 1–3 https://doi.org/10.1080/13598139.2020.1783855
{"title":"High ability studies","authors":"Alejandro Veas","doi":"10.1080/13598139.2020.1783855","DOIUrl":"https://doi.org/10.1080/13598139.2020.1783855","url":null,"abstract":"With this new issue of High Ability Studies, I commence the first editorship of my professional career. It is a real honor for me, and I am deeply grateful to the General Committee of the European Council of High Abilities (ECHA) for this opportunity. I feel genuinely overwhelmed by your confidence in me, and this incredible opportunity to lead such a prestigious journal in the field of giftedness and talent. I also want to express my gratitude to Dr. Albert Ziegler, the last Editor-in-Chief of the journal. I fondly remember our first meeting in Nuremberg, during my academic stay at your university in 2016. Since then, I feel extremely fortunate to have known a fantastic person like you, even beyond our research collaborations. Further, I extend my gratitude to Manuel Hopp, who is the Assistant Editor of the journal and was also one of my partners during my stay in Nuremberg. Both of you have ensured the smooth transition of the journal’s editorship. In fact, all the contributions of the present issue have been processed under Dr. Ziegler’s editorship. This journal has experienced significant growth since its inception. During my doctoral thesis apprenticeship about underachievement in secondary education, High Ability Studies had a great impact on me. Through the journal, I discovered crucial contributions that shed light on the international community. In my opinion, the journal has achieved three important advances: (1) the establishment of a consistent and dynamic theoretical perspective regarding giftedness and talent; (2) an open perspective concerning high abilities in formal and informal contexts; and (3) the application of distinct methodologies in specific domains, such as STEM, sports, or arts. In conjunction, these achievements invest in the expected communion between theorists and practitioners. Given my experience as an educational counselor in both primary and secondary education, I think that we should continue to progress in this direction. Thus, empirical studies should be the basis to construct a more solid and dynamic theory. As a clear example of this goal, it is important to mention the journal’s latest issue on selfregulated learning (SRL) by gifted, talented, and high-achieving learners. I sincerely believe that these contributions will have a consistent impact on effective SRL systems in different contexts. HIGH ABILITY STUDIES 2020, VOL. 31, NO. 1, 1–3 https://doi.org/10.1080/13598139.2020.1783855","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"1 - 3"},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2020.1783855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42711651","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 : 2020-01-02DOI: 10.1080/13598139.2019.1596071
I. Faber, Meihan Liu, Valérian Cece, Ren Jie, G. Martinent, J. Schorer, M. Elferink‐Gemser
ABSTRACT Although relative age effects in sports have been studied worldwide, the underlying mechanisms are still under debate. This study adds to the existing knowledge by providing a further exploration of the within-year and between-year effects and their possible interaction in an individual skill/technique based sport: table tennis. Data of male and female elite players across ages (U15, U18, U21, and senior) were collected from the ranking lists in international (world and Europe) and national contexts (France and the Netherlands). A multi-way frequency analysis per subsample revealed (1) no interaction effects; (2) significant within-year and between-year effects for the U15 players in the international context and male French players; (3) a significant within-year effect in the French U18 category; (4) a significant within-year effect in female European U21; and (5) no within-year effects in the senior category. Table tennis seems to be at risk for within-year and between-year effects specifically within the context of high competitive level for younger players (U15, males, and females), but not for interactions between these effects. Future research should reveal the development of the RAEs over time in a longitudinal study, evaluate influencing constraints, and innovative prevention solutions in a more comprehensive way.
{"title":"The interaction between within-year and between-year effects across ages in elite table tennis in international and national contexts – A further exploration of relative age effects in sports","authors":"I. Faber, Meihan Liu, Valérian Cece, Ren Jie, G. Martinent, J. Schorer, M. Elferink‐Gemser","doi":"10.1080/13598139.2019.1596071","DOIUrl":"https://doi.org/10.1080/13598139.2019.1596071","url":null,"abstract":"ABSTRACT Although relative age effects in sports have been studied worldwide, the underlying mechanisms are still under debate. This study adds to the existing knowledge by providing a further exploration of the within-year and between-year effects and their possible interaction in an individual skill/technique based sport: table tennis. Data of male and female elite players across ages (U15, U18, U21, and senior) were collected from the ranking lists in international (world and Europe) and national contexts (France and the Netherlands). A multi-way frequency analysis per subsample revealed (1) no interaction effects; (2) significant within-year and between-year effects for the U15 players in the international context and male French players; (3) a significant within-year effect in the French U18 category; (4) a significant within-year effect in female European U21; and (5) no within-year effects in the senior category. Table tennis seems to be at risk for within-year and between-year effects specifically within the context of high competitive level for younger players (U15, males, and females), but not for interactions between these effects. Future research should reveal the development of the RAEs over time in a longitudinal study, evaluate influencing constraints, and innovative prevention solutions in a more comprehensive way.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"115 - 128"},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1596071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220770","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 : 2020-01-02DOI: 10.1080/13598139.2019.1568231
Brittany F. Crawford, Kate E. Snyder, J. Adelson
ABSTRACT For the past several decades, issues such as underrepresentation of racial/ethnic minority students in gifted programming, as well as the widening of the existing achievement gap between specific minority and majority groups have persisted. The majority of gifted education researchers studying underrepresentation in gifted programming focus on consequences resulting from a single setting in which the student interacts (e.g. home, school). Consequently, less attention is given to the nested network of interactions between multiple settings that play a role in underrepresentation. It is our goal to examine the existing frameworks that have been used to understand the obstacles faced by students who are underrepresented in their school’s gifted programs. By providing examples of proximal processes and the Process–Person–Context–Time (PPCT) model, we show how Bronfenbrenner’s bioecological systems theory provides the most suitable framework for exploring (1) identification issues for underrepresented minority students with gifted capabilities who have not been formally identified for gifted programming and (2) challenges faced by underrepresented minority students who have participated in a gifted program after having been formally identified as gifted. Research and educational implications are discussed.
{"title":"Exploring obstacles faced by gifted minority students through Bronfenbrenner’s bioecological systems theory","authors":"Brittany F. Crawford, Kate E. Snyder, J. Adelson","doi":"10.1080/13598139.2019.1568231","DOIUrl":"https://doi.org/10.1080/13598139.2019.1568231","url":null,"abstract":"ABSTRACT For the past several decades, issues such as underrepresentation of racial/ethnic minority students in gifted programming, as well as the widening of the existing achievement gap between specific minority and majority groups have persisted. The majority of gifted education researchers studying underrepresentation in gifted programming focus on consequences resulting from a single setting in which the student interacts (e.g. home, school). Consequently, less attention is given to the nested network of interactions between multiple settings that play a role in underrepresentation. It is our goal to examine the existing frameworks that have been used to understand the obstacles faced by students who are underrepresented in their school’s gifted programs. By providing examples of proximal processes and the Process–Person–Context–Time (PPCT) model, we show how Bronfenbrenner’s bioecological systems theory provides the most suitable framework for exploring (1) identification issues for underrepresented minority students with gifted capabilities who have not been formally identified for gifted programming and (2) challenges faced by underrepresented minority students who have participated in a gifted program after having been formally identified as gifted. Research and educational implications are discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"43 - 74"},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1568231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44949716","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 : 2020-01-02DOI: 10.1080/13598139.2019.1586656
Nurit Paz-Baruch
ABSTRACT The actiotope model of giftedness (AMG) highlights the interactions between the individual and the environment. Educational and learning capital (ELC) are essential resources that promote the development of excellence. The study objectives were to examine the contribution of educational capital (EC), learning capital (LC), and general intelligence (GI) to scholastic achievements (SA) of school age students, and to examine whether the effect of EC on GI and SA is mediated by LC. Two hundred, fifth grade, students completed GI and mathematical achievement tests. Teachers completed the teacher’s checklist for each student participant and students’ school grades in mathematics, science, language, and English were collected. Results demonstrated that GI, EC, and LC contributed, altogether, 80% to the prediction of SA, the contribution of LC being higher. Moreover, contribution of EC to SA was mediated by LC. The study corroborates the AMG by demonstrating that both the environment and the individual control the ability to reach excellence and giftedness. Abbrevations ELC = Educational and learning capital EC = Educational capital LC = Learning Capital G = general intelligence SA = scholastic achievements
{"title":"Educational and learning capital as predictors of general intelligence and scholastic achievements","authors":"Nurit Paz-Baruch","doi":"10.1080/13598139.2019.1586656","DOIUrl":"https://doi.org/10.1080/13598139.2019.1586656","url":null,"abstract":"ABSTRACT The actiotope model of giftedness (AMG) highlights the interactions between the individual and the environment. Educational and learning capital (ELC) are essential resources that promote the development of excellence. The study objectives were to examine the contribution of educational capital (EC), learning capital (LC), and general intelligence (GI) to scholastic achievements (SA) of school age students, and to examine whether the effect of EC on GI and SA is mediated by LC. Two hundred, fifth grade, students completed GI and mathematical achievement tests. Teachers completed the teacher’s checklist for each student participant and students’ school grades in mathematics, science, language, and English were collected. Results demonstrated that GI, EC, and LC contributed, altogether, 80% to the prediction of SA, the contribution of LC being higher. Moreover, contribution of EC to SA was mediated by LC. The study corroborates the AMG by demonstrating that both the environment and the individual control the ability to reach excellence and giftedness. Abbrevations ELC = Educational and learning capital EC = Educational capital LC = Learning Capital G = general intelligence SA = scholastic achievements","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"75 - 91"},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1586656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44679058","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 : 2020-01-02DOI: 10.1080/13598139.2019.1589428
Seon-young Lee, Donggun An, Seung-urn Choe
ABSTRACT This study examined if personality types of gifted students predicted their psychiatric symptoms and if the type of giftedness and gender moderated the relationship between the personality and psychiatric manifestations. The Murphy-Meisgeir Type Indicator for Children and the Minnesota Multiphasic Personality Inventory-Adolescent were used to measure the personality types and psychiatric symptoms of 232 gifted middle-school students in South Korea. Results found that introversion predicted all of the symptoms but hypomania. Intuition predicted the symptoms of psychopathic deviance and schizophrenia and feeling predicted those of depression and conversion hysteria. Other predictive relationships were found between perceiving and hypomania and between judging and depression and social introversion. Creatively gifted students with introverted and intuitive personality types exhibited several symptoms than were academically gifted students of the same personality. Regarding gender, introverted males were more vulnerable to psychiatric symptoms compared to introverted females, and perceptive females had a higher chance to show hypomania than perceptive males. This study supported that personality characteristics partly accounted for the indications of psychological distress among gifted students. Further studies need to examine causal relationships between the two and to corroborate the current results involving adolescents.
{"title":"Predicting psychiatric symptoms by personality types for gifted students","authors":"Seon-young Lee, Donggun An, Seung-urn Choe","doi":"10.1080/13598139.2019.1589428","DOIUrl":"https://doi.org/10.1080/13598139.2019.1589428","url":null,"abstract":"ABSTRACT This study examined if personality types of gifted students predicted their psychiatric symptoms and if the type of giftedness and gender moderated the relationship between the personality and psychiatric manifestations. The Murphy-Meisgeir Type Indicator for Children and the Minnesota Multiphasic Personality Inventory-Adolescent were used to measure the personality types and psychiatric symptoms of 232 gifted middle-school students in South Korea. Results found that introversion predicted all of the symptoms but hypomania. Intuition predicted the symptoms of psychopathic deviance and schizophrenia and feeling predicted those of depression and conversion hysteria. Other predictive relationships were found between perceiving and hypomania and between judging and depression and social introversion. Creatively gifted students with introverted and intuitive personality types exhibited several symptoms than were academically gifted students of the same personality. Regarding gender, introverted males were more vulnerable to psychiatric symptoms compared to introverted females, and perceptive females had a higher chance to show hypomania than perceptive males. This study supported that personality characteristics partly accounted for the indications of psychological distress among gifted students. Further studies need to examine causal relationships between the two and to corroborate the current results involving adolescents.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"114 - 93"},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1589428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46292532","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 : 2019-12-23DOI: 10.1080/13598139.2019.1705767
Hsiao-Ping Yu, Enyi Jen
ABSTRACT The purpose of this research is to investigate the relations between gender roles, career self-efficacy, and career development of STEM gifted girls in high schools and universities in Taiwan, from a developmental perspective. It includes two studies. In Study 1, 473 gifted girls from eight high schools in Taiwan participated, and, based on a self-reported survey, the results indicated 52.5% possessed neutral characteristics and it also implied that they simultaneously possessed masculine and feminine characteristics. Meanwhile, the higher the social gender-role awareness and career self-efficacy, the better was that individual’s career development. However, when compared to gifted girls in language/social sciences, the career self-efficacy and career development of STEM gifted girls was significantly lower. Later, 70 gifted girls continually participated in Study 2, on a voluntary basis. We found that although STEM gifted girls had their own goals and direction when it came to universities, the higher they are in the education stage, the lower the career self-efficacy and lower science learning interest they may have. This would have a certain degree of impact on their subsequent career development. Thus, a well-designed career program and mentorship for gifted girls are needed to address the current issue.
{"title":"The gender role and career self-efficacy of gifted girls in STEM areas","authors":"Hsiao-Ping Yu, Enyi Jen","doi":"10.1080/13598139.2019.1705767","DOIUrl":"https://doi.org/10.1080/13598139.2019.1705767","url":null,"abstract":"ABSTRACT The purpose of this research is to investigate the relations between gender roles, career self-efficacy, and career development of STEM gifted girls in high schools and universities in Taiwan, from a developmental perspective. It includes two studies. In Study 1, 473 gifted girls from eight high schools in Taiwan participated, and, based on a self-reported survey, the results indicated 52.5% possessed neutral characteristics and it also implied that they simultaneously possessed masculine and feminine characteristics. Meanwhile, the higher the social gender-role awareness and career self-efficacy, the better was that individual’s career development. However, when compared to gifted girls in language/social sciences, the career self-efficacy and career development of STEM gifted girls was significantly lower. Later, 70 gifted girls continually participated in Study 2, on a voluntary basis. We found that although STEM gifted girls had their own goals and direction when it came to universities, the higher they are in the education stage, the lower the career self-efficacy and lower science learning interest they may have. This would have a certain degree of impact on their subsequent career development. Thus, a well-designed career program and mentorship for gifted girls are needed to address the current issue.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"32 1","pages":"71 - 87"},"PeriodicalIF":1.8,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1705767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49503536","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 : 2019-11-26DOI: 10.1080/13598139.2019.1694493
Danfeng Li, Jiannong Shi
ABSTRACT This study examined the effects of fluid intelligence and trait emotional intelligence (trait EI) on academic performance in primary school-aged intellectually gifted and average children (8–11 years of age). One hundred and four average children and eighty gifted children were administered a Raven’s Standard Progressive Matrices and a Trait Emotional Intelligence Questionnaire-Child Form. The results demonstrated that intellectually gifted children showed better academic performance than did average children in math, Chinese and English. Fluid intelligence and trait EI played different roles in predicting gifted and average children’s academic performance, particularly in math and Chinese. Specifically, gifted children’s academic performance was associated only with fluid intelligence, whereas average children’s academic performance was related to both fluid intelligence and trait EI; trait EI had an incremental validity after controlling for fluid intelligence in predicting the average children’s academic performance. The present study enhances our understanding of how cognitive and emotional abilities interact in intellectually gifted and average children’s academic performance.
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