Pub Date : 2021-10-02DOI: 10.1080/02783193.2021.1967543
A. Bakx, Elise Samsen-Bronsveld, Linda van Elderen, Janet van Horssen-Sollie
ABSTRACT This study examined self-descriptions of high-performing students and other students and compared the descriptions of these two groups. The concept map, with the open-ended question “Who am I?,” was completed by 133 high-performing students and 160 other students. The self-descriptions of these students were subdivided into eleven categories. High-performing students reported mainly characteristics and skills, followed by sport. This pattern was reversed for the other students. School or scholastic skills, both positive and negative, were mentioned more often by high-performing students. Other notable differences between those groups and specific age and gender differences are discussed. The insights from this study are relevant for science, because studies concerning self-concept of primary school students are scarce, and for educational practice, because teachers might use concept maps in their classroom.
{"title":"Self-Descriptions of High-Performing and Regular-Performing Primary School Students: An Open, Exploratory Study","authors":"A. Bakx, Elise Samsen-Bronsveld, Linda van Elderen, Janet van Horssen-Sollie","doi":"10.1080/02783193.2021.1967543","DOIUrl":"https://doi.org/10.1080/02783193.2021.1967543","url":null,"abstract":"ABSTRACT This study examined self-descriptions of high-performing students and other students and compared the descriptions of these two groups. The concept map, with the open-ended question “Who am I?,” was completed by 133 high-performing students and 160 other students. The self-descriptions of these students were subdivided into eleven categories. High-performing students reported mainly characteristics and skills, followed by sport. This pattern was reversed for the other students. School or scholastic skills, both positive and negative, were mentioned more often by high-performing students. Other notable differences between those groups and specific age and gender differences are discussed. The insights from this study are relevant for science, because studies concerning self-concept of primary school students are scarce, and for educational practice, because teachers might use concept maps in their classroom.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"43 1","pages":"256 - 271"},"PeriodicalIF":2.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47257535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02783193.2021.1967544
R. Sternberg, O. Desmet, D. Ford, Marcia Gentry, T. C. Grantham, Sareh Karami
ABSTRACT The field of gifted education, historically and contemporarily, is not well-known for being equitable for underrepresented students, specifically, Black, Hispanic, Native American, among others. In this article, we present a short history of gifted education with attention to key historical figures who have significantly shaped the field; their influence continues to impact theories and measurement to this very day. We share our reservations, along with 10 assumptions that we believe need to be countered. Given the long history of tension in the field regarding issues of racism, ethnocentrism, and classism, we offer perspectives for moving forward proactively and equitably.
{"title":"The Legacy: Coming to Terms With the Origins and Development of the Gifted-Child Movement","authors":"R. Sternberg, O. Desmet, D. Ford, Marcia Gentry, T. C. Grantham, Sareh Karami","doi":"10.1080/02783193.2021.1967544","DOIUrl":"https://doi.org/10.1080/02783193.2021.1967544","url":null,"abstract":"ABSTRACT The field of gifted education, historically and contemporarily, is not well-known for being equitable for underrepresented students, specifically, Black, Hispanic, Native American, among others. In this article, we present a short history of gifted education with attention to key historical figures who have significantly shaped the field; their influence continues to impact theories and measurement to this very day. We share our reservations, along with 10 assumptions that we believe need to be countered. Given the long history of tension in the field regarding issues of racism, ethnocentrism, and classism, we offer perspectives for moving forward proactively and equitably.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"43 1","pages":"227 - 241"},"PeriodicalIF":2.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45422606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/02783193.2021.1967086
L. Kronborg, Suzanna E. Henshon
Dr. Leonie Kronborg is an Adjunct Senior Lecturer in Educational Psychology and Inclusive Education in the Faculty of Education at Monash University in Australia. Leonie has initiated and developed gifted education courses and taught gifted education/talent development units of study at the postgraduate and preservice levels for 25 years. Leonie is Vice President of the World Council for Gifted and Talented Children, Editor-in Chief of Gifted and Talented International and on the Editorial Boards of Gifted Child Quarterly, Journal for Education of the Gifted, Journal for Advanced Academics, Gifted Education International, and Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children, and the Victorian Association for Gifted and Talented Children (VAGTC). She is currently president of the Association for the Education of Gifted and Talented Children in Victoria (AGATEVic). Leonie was awarded Life membership of the VAGTC in 2006, an NAGC (USA) Doctoral Student Award for a superior degree of scholarship in 2009, the Dean’s Award for Teaching Excellence in 2012, the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013, and the World Council for Gifted and Talented Children’s Distinguished Service Award in 2021. She has many articles and chapters on giftedness and gender, eminence and talent development, teacher education and professional learning in gifted education publications. https://research.monash.edu/en/persons/leonie-kronborg /publications/ Henshon: What led you to the field of gifted education?
{"title":"Focusing on the Future: An Interview With Leonie Kronborg","authors":"L. Kronborg, Suzanna E. Henshon","doi":"10.1080/02783193.2021.1967086","DOIUrl":"https://doi.org/10.1080/02783193.2021.1967086","url":null,"abstract":"Dr. Leonie Kronborg is an Adjunct Senior Lecturer in Educational Psychology and Inclusive Education in the Faculty of Education at Monash University in Australia. Leonie has initiated and developed gifted education courses and taught gifted education/talent development units of study at the postgraduate and preservice levels for 25 years. Leonie is Vice President of the World Council for Gifted and Talented Children, Editor-in Chief of Gifted and Talented International and on the Editorial Boards of Gifted Child Quarterly, Journal for Education of the Gifted, Journal for Advanced Academics, Gifted Education International, and Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children, and the Victorian Association for Gifted and Talented Children (VAGTC). She is currently president of the Association for the Education of Gifted and Talented Children in Victoria (AGATEVic). Leonie was awarded Life membership of the VAGTC in 2006, an NAGC (USA) Doctoral Student Award for a superior degree of scholarship in 2009, the Dean’s Award for Teaching Excellence in 2012, the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013, and the World Council for Gifted and Talented Children’s Distinguished Service Award in 2021. She has many articles and chapters on giftedness and gender, eminence and talent development, teacher education and professional learning in gifted education publications. https://research.monash.edu/en/persons/leonie-kronborg /publications/ Henshon: What led you to the field of gifted education?","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"43 1","pages":"223 - 226"},"PeriodicalIF":2.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/02783193.2021.1923595
Sakhavat Mammadov, Tracy L. Cross, P. Olszewski-Kubilius
ABSTRACT Understanding the factors that influence achievement among gifted students has been a longstanding interest of researchers in the field of gifted education. To that end, this study investigated the individual difference antecedents of achievement as a means to identify dispositions and motivational processes that inform the design of interventions to improve student performance. More specifically, we report the results of a mediation analysis in which the association between personality traits and academic achievement is explained by autonomous motivation in a sample of gifted students (N = 161). All Big Five personality traits were found to be significant predictors of achievement measured by ACT or ACT Explore scores. Agreeableness, neuroticism, and extraversion had negative direct associations with achievement. The positive associations of conscientiousness and openness with achievement were partially mediated by autonomous motivation. Results are discussed in terms of adapting educational practices to the specific personality traits and motivational orientations of gifted students.
{"title":"A Look Beyond Aptitude: The Relationship Between Personality Traits, Autonomous Motivation, and Academic Achievement in Gifted Students","authors":"Sakhavat Mammadov, Tracy L. Cross, P. Olszewski-Kubilius","doi":"10.1080/02783193.2021.1923595","DOIUrl":"https://doi.org/10.1080/02783193.2021.1923595","url":null,"abstract":"ABSTRACT Understanding the factors that influence achievement among gifted students has been a longstanding interest of researchers in the field of gifted education. To that end, this study investigated the individual difference antecedents of achievement as a means to identify dispositions and motivational processes that inform the design of interventions to improve student performance. More specifically, we report the results of a mediation analysis in which the association between personality traits and academic achievement is explained by autonomous motivation in a sample of gifted students (N = 161). All Big Five personality traits were found to be significant predictors of achievement measured by ACT or ACT Explore scores. Agreeableness, neuroticism, and extraversion had negative direct associations with achievement. The positive associations of conscientiousness and openness with achievement were partially mediated by autonomous motivation. Results are discussed in terms of adapting educational practices to the specific personality traits and motivational orientations of gifted students.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"43 1","pages":"161 - 172"},"PeriodicalIF":2.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02783193.2021.1923595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44728528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/02783193.2021.1923592
Soohyun Yi, Marcia Gentry
ABSTRACT We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students.
{"title":"Academic Perfectionism of High-Ability and High-Achieving Students in Mathematics and Science: Differential Relations by Identification Criteria of Giftedness","authors":"Soohyun Yi, Marcia Gentry","doi":"10.1080/02783193.2021.1923592","DOIUrl":"https://doi.org/10.1080/02783193.2021.1923592","url":null,"abstract":"ABSTRACT We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"43 1","pages":"173 - 186"},"PeriodicalIF":2.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02783193.2021.1923592","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/02783193.2021.1923112
Uzeyir Ogurlu
The field of gifted education is evolving, as a growing number of studies propose new ways to support identifying the strengths of all students in the current educational context of schools. The talent development view is a perspective shift from the long-standing belief in the importance of high cognitive abilities to a domain-oriented approach. Talents in a domain are different and require different paths to reach full potential than talents in another domain. This paradigm shift calls for changes and challenges in ingrained applications in gifted education. Talent Development as a Framework for Gifted Education, edited by Paula Olszewski-Kubilius, Rena F. Subotnik, and Frank C. Worrell, aims to explain the philosophy of talent development. I deliberately stated the philosophy of talent development because Stambaugh, the author of Chapter 5, considers talent development a philosophy rather than a program or a service. The book is a more practical manual than a theoretical one for practitioners who want to apply talent development to their teaching and learning practices. The book is also useful for anyone interested in keeping pace with contemporary views in the field of gifted education. The book has already attracted scholarly interest. For instance, it received a well-deserved award from The National Association for Gifted Children (NAGC) in 2019 in recognition of scholarly excellence in books published in gifted and talented education and was also a nominee for the Texas Association for the Gifted and Talented 2019 Legacy Book Award. The aim of the book, as stated by the authors in the introduction, is to translate study results on talent development into effective practices for students and educators. After reading the book, you can see that the editors reached their goals. Moreover, it provides a theoretical base of talent development starting from the first chapter. The book comprehensively describes the talent development program and its components. There are 13 chapters shedding light on the basic components and topics of the talent development model. The formatting of each chapter, which includes a theoretical base, research, and best applications in real life, gives strength to the book. Four of the chapters (Chapter 1, 11, 12, 13) are actually written by the book’s editors to provide a deeper understanding of the talent development philosophy. The first chapter highlights seven fundamental principles of this model:
随着越来越多的研究提出新的方法来支持识别当前学校教育背景下所有学生的优势，资优教育领域正在发展。人才发展观是一种观点的转变，从长期以来的高认知能力的重要性的信念到面向领域的方法。一个领域的人才与另一个领域的人才不同，需要不同的途径来充分发挥潜力。这种模式的转变要求改变和挑战在资优教育根深蒂固的应用。由Paula Olszewski-Kubilius, Rena F. Subotnik和Frank C. Worrell编辑的《天才发展作为天才教育的框架》旨在解释天才发展的哲学。我特意提到了人才发展的哲学，因为第五章的作者斯坦博认为人才发展是一种哲学，而不是一项计划或服务。这本书是一个更实用的手册，而不是一个理论的从业者谁想要应用人才发展到他们的教学实践。这本书也是有用的任何人有兴趣保持在天才教育领域的当代观点的步伐。这本书已经引起了学者们的兴趣。例如，它在2019年获得了全国天才儿童协会(NAGC)颁发的当之无愧的奖项，以表彰其在天才教育方面出版的书籍的学术卓越，并且还获得了2019年德克萨斯州天才协会遗产图书奖的提名。正如作者在引言中所述，本书的目的是将人才发展的研究结果转化为学生和教育工作者的有效实践。读完这本书，你会发现编辑们达到了他们的目的。并从第一章开始为人才开发提供理论基础。这本书全面描述了人才发展计划及其组成部分。本文共分13章，阐述了人才发展模式的基本组成部分和主题。每章的格式，其中包括理论基础，研究，并在现实生活中的最佳应用，给书的力量。其中四章(第1章、第11章、第12章和第13章)实际上是由本书的编辑编写的，以提供对人才发展理念的更深入理解。第一章重点介绍了该模式的七个基本原则:
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