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":null,"pages":null},"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.
{"title":"Fluid intelligence, trait emotional intelligence and academic performance in children with different intellectual levels","authors":"Danfeng Li, Jiannong Shi","doi":"10.1080/13598139.2019.1694493","DOIUrl":"https://doi.org/10.1080/13598139.2019.1694493","url":null,"abstract":"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.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1694493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44136952","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 : 2019-11-20DOI: 10.1080/13598139.2019.1692649
Paloma Palacios Gonzalez, J. Y. Jung
ABSTRACT This study investigated the predictors of attitudes toward acceleration as an educational intervention among primary school teachers in Mexico. For this purpose, data collected from a survey completed by 246 primary school teachers residing in two states of Mexico were analyzed using confirmatory factor analysis and multiple regression analysis. The findings indicated that school administrative support, socio-emotional impact, and state of residence may be predictive of supportive attitudes toward acceleration. In comparison, socio-emotional impact, contact with gifted persons, and self-perceptions of giftedness were identified to be predictive of perceptions that acceleration may be elitist. The implications of the study findings are discussed.
{"title":"The predictors of attitudes toward acceleration as an educational intervention: Primary school teachers in Mexico","authors":"Paloma Palacios Gonzalez, J. Y. Jung","doi":"10.1080/13598139.2019.1692649","DOIUrl":"https://doi.org/10.1080/13598139.2019.1692649","url":null,"abstract":"ABSTRACT This study investigated the predictors of attitudes toward acceleration as an educational intervention among primary school teachers in Mexico. For this purpose, data collected from a survey completed by 246 primary school teachers residing in two states of Mexico were analyzed using confirmatory factor analysis and multiple regression analysis. The findings indicated that school administrative support, socio-emotional impact, and state of residence may be predictive of supportive attitudes toward acceleration. In comparison, socio-emotional impact, contact with gifted persons, and self-perceptions of giftedness were identified to be predictive of perceptions that acceleration may be elitist. The implications of the study findings are discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1692649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43779774","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 : 2019-09-19DOI: 10.1080/13598139.2019.1668753
Niki de Bondt, S. de Maeyer, V. Donche, P. van Petegem
ABSTRACT The aim of this study is to provide – first theoretically and, subsequently, through an empirical analysis – a rationale for including the concept of overexcitability in talent research, beyond the five-factor model personality traits. Moreover, the empirical part of this study makes use of an innovative statistical method to address the problem of a frequentist approach to statistics in complex trait models which are based on personality questionnaire data. This study offers insight into the differential significance of overexcitability in relation to the established personality traits, emphasizing Dabrowski’s dynamic approach to personality and the key contribution of overexcitability in the developmental process. Furthermore, implications for the field of giftedness are discussed.
{"title":"A rationale for including overexcitability in talent research beyond the FFM-personality dimensions","authors":"Niki de Bondt, S. de Maeyer, V. Donche, P. van Petegem","doi":"10.1080/13598139.2019.1668753","DOIUrl":"https://doi.org/10.1080/13598139.2019.1668753","url":null,"abstract":"ABSTRACT The aim of this study is to provide – first theoretically and, subsequently, through an empirical analysis – a rationale for including the concept of overexcitability in talent research, beyond the five-factor model personality traits. Moreover, the empirical part of this study makes use of an innovative statistical method to address the problem of a frequentist approach to statistics in complex trait models which are based on personality questionnaire data. This study offers insight into the differential significance of overexcitability in relation to the established personality traits, emphasizing Dabrowski’s dynamic approach to personality and the key contribution of overexcitability in the developmental process. Furthermore, implications for the field of giftedness are discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1668753","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47866711","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 : 2019-07-03DOI: 10.1080/13598139.2019.1652542
Scott D. Miller, Daryl Chow, Bruce Wampold, Mark A. Hubble
ABSTRACT In recent years, McNamara, and associates Hambrick and Oswald, conducted and published studies which purportedly showed deliberate practice exerts less powerful main effects than presented and popularized in the press, public discourse, and professional circles. Their central aim seemed to be one of correcting a particular misperception, as they surmised – the idea that time engaged in activity, compared to other factors – matters all that much. In a reanalysis, we distinguished between deliberate practice, strictly defined, and mere time spent. As it is, between the groups of researchers, the findings obtained are quite similar, hardly cause for objection or continuing debate.
{"title":"“You say tomatoe, I say tomawto”: The importance of deliberate practice for improved performance","authors":"Scott D. Miller, Daryl Chow, Bruce Wampold, Mark A. Hubble","doi":"10.1080/13598139.2019.1652542","DOIUrl":"https://doi.org/10.1080/13598139.2019.1652542","url":null,"abstract":"ABSTRACT In recent years, McNamara, and associates Hambrick and Oswald, conducted and published studies which purportedly showed deliberate practice exerts less powerful main effects than presented and popularized in the press, public discourse, and professional circles. Their central aim seemed to be one of correcting a particular misperception, as they surmised – the idea that time engaged in activity, compared to other factors – matters all that much. In a reanalysis, we distinguished between deliberate practice, strictly defined, and mere time spent. As it is, between the groups of researchers, the findings obtained are quite similar, hardly cause for objection or continuing debate.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1652542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47495067","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 : 2019-07-03DOI: 10.1080/13598139.2019.1607723
D. Hambrick, B. Macnamara
Twenty-five years ago, Ericsson, Krampe, and Tesch-Römer (1993) introduced the concept of deliberate practice (DP), arguing “individual differences in ultimate performance can largely be accounted for by differential amounts of past and current levels of practice” (p. 392). In a meta-analysis (Macnamara, Hambrick, & Oswald, 2014), we found DP did not explain even most of the individual differences in performance. We concluded DP is important, just not as important as Ericsson et al. argued. In a High Ability Studies article, Miller and colleagues (Miller et al., 2018) claim that “although all 88 studies in Macnamara et al. (2014) were ‘interpreted’ by the researchers as DP, in reality, they were not” (p. 5). Miller et al. reanalyzed our dataset and report performance correlated more strongly with DP (.40; our correlation was .38) than with activities they deemed nonDP (.21). We credit Miller et al. (2018) for their efforts. However, it is unclear what the criteria for DP were in their reanalysis. Furthermore, Miller et al. miss the mark on a critical methodological point. We discuss these problems in turn.
25年前，Ericsson、Krampe和Tesch-Römer(1993)引入了刻意练习(DP)的概念，认为“最终表现的个体差异在很大程度上可以通过过去和现在练习水平的差异来解释”(第392页)。在一项元分析中(Macnamara, Hambrick， & Oswald, 2014)，我们发现DP甚至不能解释大多数的个人表现差异。我们得出结论，DP很重要，只是没有Ericsson等人认为的那么重要。在《高能力研究》(High Ability Studies)的一篇文章中，Miller及其同事(Miller et al.， 2018)声称“尽管Macnamara et al.(2014)的所有88项研究都被研究人员‘解释’为DP，但实际上并非如此”(第5页)。Miller等人重新分析了我们的数据集，并报告绩效与DP的相关性更强(0.40;我们的相关性为0.38)，而非他们认为的非dp活动(0.21)。我们将米勒等人(2018)的努力归功于他们。然而，在他们的重新分析中，DP的标准是什么尚不清楚。此外，Miller等人在一个关键的方法论观点上没有抓住要点。我们依次讨论这些问题。
{"title":"More confusion about deliberate practice: commentary on Miller et al. (2018)","authors":"D. Hambrick, B. Macnamara","doi":"10.1080/13598139.2019.1607723","DOIUrl":"https://doi.org/10.1080/13598139.2019.1607723","url":null,"abstract":"Twenty-five years ago, Ericsson, Krampe, and Tesch-Römer (1993) introduced the concept of deliberate practice (DP), arguing “individual differences in ultimate performance can largely be accounted for by differential amounts of past and current levels of practice” (p. 392). In a meta-analysis (Macnamara, Hambrick, & Oswald, 2014), we found DP did not explain even most of the individual differences in performance. We concluded DP is important, just not as important as Ericsson et al. argued. In a High Ability Studies article, Miller and colleagues (Miller et al., 2018) claim that “although all 88 studies in Macnamara et al. (2014) were ‘interpreted’ by the researchers as DP, in reality, they were not” (p. 5). Miller et al. reanalyzed our dataset and report performance correlated more strongly with DP (.40; our correlation was .38) than with activities they deemed nonDP (.21). We credit Miller et al. (2018) for their efforts. However, it is unclear what the criteria for DP were in their reanalysis. Furthermore, Miller et al. miss the mark on a critical methodological point. We discuss these problems in turn.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1607723","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46827526","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 : 2019-07-03DOI: 10.1080/13598139.2019.1622224
P. Winne
ABSTRACT This special issue presents a sample of modern work on self-regulated learning (SRL) among high ability and gifted students. It includes diverse views about the construct per se, and gifted students’ and their teachers’ accounts about SRL and factors they believe moderate it. Zeidner and Stroeger (this issue) set the stage with a sketch of an extensive literature about SRL that has deep roots in North American educational philosophy and practice. The menu of work here is fundamentally well done and, in varying ways and degrees, slightly provocative. A trite observation would be these articles don’t fully represent the multiple facets and complex articulation among them comprising SRL, especially given relatively less research with participants identified as academically talented or gifted. In this situation, I would be pedantic to point out such-and-such is omitted or this-or-that is underrepresented. Rather, using admittedly using idiosyncratic standards, I select a few matters for discussion and, hopefully, constructive critique. Other commentators would likely apply different filters. Abbreviation: SRL = Self-regulated learning
{"title":"Self-regulated learning in research with gifted learners","authors":"P. Winne","doi":"10.1080/13598139.2019.1622224","DOIUrl":"https://doi.org/10.1080/13598139.2019.1622224","url":null,"abstract":"ABSTRACT This special issue presents a sample of modern work on self-regulated learning (SRL) among high ability and gifted students. It includes diverse views about the construct per se, and gifted students’ and their teachers’ accounts about SRL and factors they believe moderate it. Zeidner and Stroeger (this issue) set the stage with a sketch of an extensive literature about SRL that has deep roots in North American educational philosophy and practice. The menu of work here is fundamentally well done and, in varying ways and degrees, slightly provocative. A trite observation would be these articles don’t fully represent the multiple facets and complex articulation among them comprising SRL, especially given relatively less research with participants identified as academically talented or gifted. In this situation, I would be pedantic to point out such-and-such is omitted or this-or-that is underrepresented. Rather, using admittedly using idiosyncratic standards, I select a few matters for discussion and, hopefully, constructive critique. Other commentators would likely apply different filters. Abbreviation: SRL = Self-regulated learning","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1622224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44549251","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 : 2019-07-03DOI: 10.1080/13598139.2020.1780004
Scott D. Miller, Mark A. Hubble, Daryl Chow, B. Wampold
In recent years, Macnamara, and associates Hambrick and Oswald, conducted and published studies which purportedly showed deliberate practice (hereafter, DP) exerts less powerful main effects than b...
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Pub Date : 2019-07-03DOI: 10.1080/13598139.2019.1601326
H. Stoeger, M. Zeidner
This special issue of High Ability Studies focuses on recent advances in theory and research on self-regulated learning (SRL) in gifted, talented, and highachieving students. In the following, we explicate the goals and structure of the special issue and highlight salient features of the contributions. The major aim of this special issue is to bring together conceptual and empirical research focusing on SRL in gifted, talented, and high-achieving learners. The contributors include psychologists and educational researchers, all of whom share extensive, complementary research experience in the areas of motivation and learning processes. Indeed, few scholars aremavens in both SRL and giftedness theory and research, and only a handful work at the intersections of the latter fields. Consequently, the majority of our contributors is more associated with motivation and learning processes than with giftedness and high-ability research. Despite their different professional backgrounds, all contributors rose to the challenge of applying their expertise to the context of gifted and talented education. The result of which—we are pleased to say—will be of great benefit for all those researchers and practitioners concerned with the crucial intersections of these areas of scientific inquiry. The special issue consists of ten articles, all written by seasoned researchers in the area of SRL, and an in-depth discussion of the papers by Phil Winne. The articles focus on different approaches to SRL (e.g., basic research about SRL processes, SRL in gifted students, and intervention studies), talent domains (school subjects, expertise areas, and professional fields), and learning settings (school, university, and professional settings) and employ various methodologies (qualitative, quantitative, and mixed methods). The editors of the special issue are grateful to the authors for their contributions as well as to the astute reviewers, who carefully read and gave feedback on the manuscripts. Also, thanks is due to Drs. Albert Ziegler for initiating the special issue and to Dr. Bettina Harder for expediting the editorial process.
{"title":"Self-regulated learning in gifted, talented, and high-achieving learners","authors":"H. Stoeger, M. Zeidner","doi":"10.1080/13598139.2019.1601326","DOIUrl":"https://doi.org/10.1080/13598139.2019.1601326","url":null,"abstract":"This special issue of High Ability Studies focuses on recent advances in theory and research on self-regulated learning (SRL) in gifted, talented, and highachieving students. In the following, we explicate the goals and structure of the special issue and highlight salient features of the contributions. The major aim of this special issue is to bring together conceptual and empirical research focusing on SRL in gifted, talented, and high-achieving learners. The contributors include psychologists and educational researchers, all of whom share extensive, complementary research experience in the areas of motivation and learning processes. Indeed, few scholars aremavens in both SRL and giftedness theory and research, and only a handful work at the intersections of the latter fields. Consequently, the majority of our contributors is more associated with motivation and learning processes than with giftedness and high-ability research. Despite their different professional backgrounds, all contributors rose to the challenge of applying their expertise to the context of gifted and talented education. The result of which—we are pleased to say—will be of great benefit for all those researchers and practitioners concerned with the crucial intersections of these areas of scientific inquiry. The special issue consists of ten articles, all written by seasoned researchers in the area of SRL, and an in-depth discussion of the papers by Phil Winne. The articles focus on different approaches to SRL (e.g., basic research about SRL processes, SRL in gifted students, and intervention studies), talent domains (school subjects, expertise areas, and professional fields), and learning settings (school, university, and professional settings) and employ various methodologies (qualitative, quantitative, and mixed methods). The editors of the special issue are grateful to the authors for their contributions as well as to the astute reviewers, who carefully read and gave feedback on the manuscripts. Also, thanks is due to Drs. Albert Ziegler for initiating the special issue and to Dr. Bettina Harder for expediting the editorial process.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1601326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43338094","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 : 2019-05-07DOI: 10.1080/13598139.2019.1598772
A. Ziegler, H. Stoeger
ABSTRACT Regulatory processes are pervasive on many levels in talent development, yet neither a systematic analysis of their role in talent development let alone a comprehensive model have been presented to date. The aim of this article is to demonstrate the diversity and complexity of regulatory processes in talent development and to provide a conceptual framework. The proposed nonagonal framework of regulation in talent development (NFRTD) distinguishes nine dimensions for the analysis of regulation in talent development: regulatory network (neutral, co-operative, competitive, hybrid, and panarchic), regulatory function (homeostasis and homeorhesis), control type (external, internal-automatic, and internal-controlled), regulatory type (open-loop control and closed-loop control), regulatory form (iterative and recursive), regulatory activities (preventive, detective, and corrective), regulated structures (exogenous and endogenous learning resources), regulatory side-effects (neutral, synergetic, destructive, catalytic, exploitative, and allostatic), and regulatory externalities (neutral, iatrogenic, and autocatalytic). The last section discusses the status of the nonagonal framework and hints at some fields of application.
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