Pub Date : 2025-12-11DOI: 10.1177/00169862251392225
Tzu-Jung Lin, Trent N. Cash, Hyun Ji Lee, Saetbyul Kim, Eric M. Anderman, Wonjoon Cha, Xingfeiyue Liu, Ziye Wen
This longitudinal study tracked the trajectories of school well-being of gifted and nonidentified early adolescents before and through the COVID-19 pandemic (2019–2022). We used a prospective cohort panel design that followed students ( N =1,033) from Grade 3 until the end of Grade 6. Three aspects of school well-being were examined through both hedonic and eudaimonic views of well-being: school liking, peer connectedness, and academic motivation. Longitudinal multilevel modeling showed that the pandemic was associated with negative shifts in students’ academic motivation, but not with school liking or peer connectedness. When considering students’ gifted status, students gifted in superior cognitive abilities, reading, or math showed similar trajectories of school liking but greater declines in peer connectedness than their nonidentified peers, especially during the pandemic years. The gifted students also showed a slower rate of growth in math expectancy than nonidentified students over time, regardless of the state of the pandemic. Students gifted in math experienced a shift from high and stable academic motivation in the prepandemic years to a decline during the pandemic, while other students experienced a shift from growth in academic motivation before the pandemic to maintaining the same or lower levels during the pandemic. Our findings shed light on gifted early adolescents’ resilience and vulnerability during transitions and upheavals like the pandemic, illuminating future research directions on how schools can differentiate their adaptation and support for gifted students at a uniquely important time in their development.
{"title":"School Well-Being during the COVID-19 Pandemic: A Study of Academic Motivation, Peer Connectednessss, and School Liking Among Gifted and Nonidentified Early Adolescents","authors":"Tzu-Jung Lin, Trent N. Cash, Hyun Ji Lee, Saetbyul Kim, Eric M. Anderman, Wonjoon Cha, Xingfeiyue Liu, Ziye Wen","doi":"10.1177/00169862251392225","DOIUrl":"https://doi.org/10.1177/00169862251392225","url":null,"abstract":"This longitudinal study tracked the trajectories of school well-being of gifted and nonidentified early adolescents before and through the COVID-19 pandemic (2019–2022). We used a prospective cohort panel design that followed students ( <jats:italic toggle=\"yes\">N</jats:italic> =1,033) from Grade 3 until the end of Grade 6. Three aspects of school well-being were examined through both hedonic and eudaimonic views of well-being: school liking, peer connectedness, and academic motivation. Longitudinal multilevel modeling showed that the pandemic was associated with negative shifts in students’ academic motivation, but not with school liking or peer connectedness. When considering students’ gifted status, students gifted in superior cognitive abilities, reading, or math showed similar trajectories of school liking but greater declines in peer connectedness than their nonidentified peers, especially during the pandemic years. The gifted students also showed a slower rate of growth in math expectancy than nonidentified students over time, regardless of the state of the pandemic. Students gifted in math experienced a shift from high and stable academic motivation in the prepandemic years to a decline during the pandemic, while other students experienced a shift from growth in academic motivation before the pandemic to maintaining the same or lower levels during the pandemic. Our findings shed light on gifted early adolescents’ resilience and vulnerability during transitions and upheavals like the pandemic, illuminating future research directions on how schools can differentiate their adaptation and support for gifted students at a uniquely important time in their development.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-08DOI: 10.1177/00169862251388967
Sabine Sypré, Patrick Onghena, Karine Verschueren, Maarten Vansteenkiste, Bart Soenens
This study investigated the effectiveness of a one-on-one counseling intervention for underachieving gifted adolescents, recognizing that not all excel academically despite their high cognitive abilities. Underachievement in this group can lead to detrimental consequences in both the short and long term. The research explored whether a tailored intervention can enhance engagement and mitigate underachievement. It distinguishes between two pathways leading to underachievement and designs specific modules for each. One module targets students’ self-beliefs, fostering a growth mindset and minimizing self-handicapping, while the other aims to boost students’ valuation of schoolwork by influencing various factors. Employing a mixed-methods single-case approach, the study involved eight gifted male adolescents aged 13 to 16, with four participating in each module. Findings indicated that while both modules affected outcomes, particularly in identity development, there were variations in effectiveness. This research sheds light on the development of interventions to address underachievement in cognitively gifted adolescents.
{"title":"Promoting Engagement and Motivation and Reducing Perceived Underachievement of Gifted Male Adolescents: A Mixed-Methods Single-Case Experimental Study","authors":"Sabine Sypré, Patrick Onghena, Karine Verschueren, Maarten Vansteenkiste, Bart Soenens","doi":"10.1177/00169862251388967","DOIUrl":"https://doi.org/10.1177/00169862251388967","url":null,"abstract":"This study investigated the effectiveness of a one-on-one counseling intervention for underachieving gifted adolescents, recognizing that not all excel academically despite their high cognitive abilities. Underachievement in this group can lead to detrimental consequences in both the short and long term. The research explored whether a tailored intervention can enhance engagement and mitigate underachievement. It distinguishes between two pathways leading to underachievement and designs specific modules for each. One module targets students’ self-beliefs, fostering a growth mindset and minimizing self-handicapping, while the other aims to boost students’ valuation of schoolwork by influencing various factors. Employing a mixed-methods single-case approach, the study involved eight gifted male adolescents aged 13 to 16, with four participating in each module. Findings indicated that while both modules affected outcomes, particularly in identity development, there were variations in effectiveness. This research sheds light on the development of interventions to address underachievement in cognitively gifted adolescents.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"26 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145704031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-30DOI: 10.1177/00169862251388487
Yoojoong Kim, Denis Dumas, Selcuk Acar, Peter Organisciak
The Torrance Test of Creative Thinking-Figural (TTCT-F) is the most extensively used creativity measure in U.S. schools, especially for gifted identification. TTCT-F has been thought to be culturally fair across ethnicities and genders, although this belief has rarely been empirically tested. Our study examined the latent structure of the TTCT-F scales: Fluency, Originality, Elaboration, Abstractness of Titles (AT), and Resistance to Premature Closure (RPC), and then investigated measurement invariance across overrepresented and underrepresented ethnicities and across genders. Using data obtained from 379 U.S. elementary school students, we identified that the Innovative-Adaptive model, with an additional cross-loading for the RPC scale, was the best fit. We also found that this two-factor model was invariant across underrepresented and overrepresented ethnicities at configural, metric, and scalar levels. In contrast, even configural invariance did not hold across both boys and girls, suggesting that additional research is needed to understand creative thinking across gender.
{"title":"The Innovative-Adaptive Model of the TTCT Figural Is Invariant Across Ethnicity but Not Gender","authors":"Yoojoong Kim, Denis Dumas, Selcuk Acar, Peter Organisciak","doi":"10.1177/00169862251388487","DOIUrl":"https://doi.org/10.1177/00169862251388487","url":null,"abstract":"The Torrance Test of Creative Thinking-Figural (TTCT-F) is the most extensively used creativity measure in U.S. schools, especially for gifted identification. TTCT-F has been thought to be culturally fair across ethnicities and genders, although this belief has rarely been empirically tested. Our study examined the latent structure of the TTCT-F scales: Fluency, Originality, Elaboration, Abstractness of Titles (AT), and Resistance to Premature Closure (RPC), and then investigated measurement invariance across overrepresented and underrepresented ethnicities and across genders. Using data obtained from 379 U.S. elementary school students, we identified that the Innovative-Adaptive model, with an additional cross-loading for the RPC scale, was the best fit. We also found that this two-factor model was invariant across underrepresented and overrepresented ethnicities at configural, metric, and scalar levels. In contrast, even configural invariance did not hold across both boys and girls, suggesting that additional research is needed to understand creative thinking across gender.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"25 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145619595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the rich insights they offer, open-ended survey responses remain underutilized in educational research, often due to a lack of awareness of emergent methods that can efficiently analyze such data. This methodological brief addresses this gap by introducing the topic modeling technique, particularly the latent Dirichlet allocation, as a tool for analyzing open-ended responses and facilitating the investigation of relationships between textual responses and measurable outcomes. This brief outlines the rationale behind topic modeling and details the implementation process through the analysis of open-ended responses on students’ career interests as an example. In addition, we discuss the advantages and limitations of this technique and provide practical considerations for its application in educational research.
{"title":"Using Topic Modeling in Gifted Education Research: Drawing Insights From Open-Ended Survey Responses","authors":"Yuxiao Zhang, Nielsen Pereira, David Arthur, Hernán Castillo-Hermosilla, Zafer Ozen, Hua-Hua Chang","doi":"10.1177/00169862251378446","DOIUrl":"https://doi.org/10.1177/00169862251378446","url":null,"abstract":"Despite the rich insights they offer, open-ended survey responses remain underutilized in educational research, often due to a lack of awareness of emergent methods that can efficiently analyze such data. This methodological brief addresses this gap by introducing the topic modeling technique, particularly the latent Dirichlet allocation, as a tool for analyzing open-ended responses and facilitating the investigation of relationships between textual responses and measurable outcomes. This brief outlines the rationale behind topic modeling and details the implementation process through the analysis of open-ended responses on students’ career interests as an example. In addition, we discuss the advantages and limitations of this technique and provide practical considerations for its application in educational research.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"359 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-08DOI: 10.1177/00169862251384641
Jeb S. Puryear, Melanie S. Meyer, Kristen N. Lamb, Lindsay Ellis Lee
Gifted education continues to wrestle with fragmented priorities rooted in differing paradigms. This study used a Q-sort methodology to examine the subjective interests of 66 professionals in the field. Participants sorted 71 items representing key issues, revealing three distinct viewpoints: (a) optimizing equity in advanced academics, (b) supporting the social-emotional needs of the gifted learner or whole child, and (c) instructional practices for developing students’ talents and creativity. These components reflected alignment with Dai and Chen’s paradigms—Differentiation, Gifted Child, and Talent Development—but also illustrated evolving priorities, particularly regarding equity. Participants endorsed system-level changes for expanding access, supporting diverse forms of potential, and challenging traditional assumptions about giftedness. Demographic analyses and open-ended responses showed how participants’ roles and identities shaped their beliefs. Although long-standing divides remain, the findings revealed areas of convergence—especially around personalization and equitable talent development—that may support a more inclusive and dynamic vision for the field.
{"title":"Conceptions of Giftedness and Gifted Education: A Q-Sort Approach","authors":"Jeb S. Puryear, Melanie S. Meyer, Kristen N. Lamb, Lindsay Ellis Lee","doi":"10.1177/00169862251384641","DOIUrl":"https://doi.org/10.1177/00169862251384641","url":null,"abstract":"Gifted education continues to wrestle with fragmented priorities rooted in differing paradigms. This study used a Q-sort methodology to examine the subjective interests of 66 professionals in the field. Participants sorted 71 items representing key issues, revealing three distinct viewpoints: (a) optimizing equity in advanced academics, (b) supporting the social-emotional needs of the gifted learner or whole child, and (c) instructional practices for developing students’ talents and creativity. These components reflected alignment with Dai and Chen’s paradigms—Differentiation, Gifted Child, and Talent Development—but also illustrated evolving priorities, particularly regarding equity. Participants endorsed system-level changes for expanding access, supporting diverse forms of potential, and challenging traditional assumptions about giftedness. Demographic analyses and open-ended responses showed how participants’ roles and identities shaped their beliefs. Although long-standing divides remain, the findings revealed areas of convergence—especially around personalization and equitable talent development—that may support a more inclusive and dynamic vision for the field.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-28DOI: 10.1177/00169862251370377
Paula Olszewski-Kubilius, Saiying Steenbergen-Hu, Eric Calvert, Susan Richert Corwith, Sarah Bright
This meta-analysis explored a total of 230 effects that were extracted from 20 empirical studies on overexcitabilities (OEs) to study the relationship between giftedness and OE. Variables studied included operationalization of giftedness, use of explicit benchmarks for identifying giftedness, type of OE instrument, gender, developmental level of participants, and national setting and timing of study. Overall, there was a positive and significant relationship found between OE and giftedness with the strongest relationship being with Intellectual OE and the weakest with Sensory and Emotional OE. However, the strength of the relationship varied significantly by operationalization of giftedness, being strongest when giftedness was operationalized as previous identification as gifted and non-existent when operationalized as general intelligence or cognitive ability. In addition, when no explicit benchmarks were employed for gifted identification, there was no evidence of such a difference between the gifted and non-gifted. When comparing gifted to non-gifted students, differences were found only for high school-aged students, but not for elementary and/or middle school age or adults. The differences obtained in OE between the gifted and non-gifted are likely to be overestimated due to a presence of publication bias, that is, an overrepresentation of studies with relatively small sample sizes. Recommendations include caution about assumptions regarding the prevalence of OEs among gifted students, using OEs as indicators of giftedness in school-based referral and identification processes, and for designing affective education curricula and services targeting gifted students.
{"title":"A Meta-Analysis of Research on the Relationship Between Overexcitabilities and Giftedness","authors":"Paula Olszewski-Kubilius, Saiying Steenbergen-Hu, Eric Calvert, Susan Richert Corwith, Sarah Bright","doi":"10.1177/00169862251370377","DOIUrl":"https://doi.org/10.1177/00169862251370377","url":null,"abstract":"This meta-analysis explored a total of 230 effects that were extracted from 20 empirical studies on overexcitabilities (OEs) to study the relationship between giftedness and OE. Variables studied included operationalization of giftedness, use of explicit benchmarks for identifying giftedness, type of OE instrument, gender, developmental level of participants, and national setting and timing of study. Overall, there was a positive and significant relationship found between OE and giftedness with the strongest relationship being with Intellectual OE and the weakest with Sensory and Emotional OE. However, the strength of the relationship varied significantly by operationalization of giftedness, being strongest when giftedness was operationalized as previous identification as gifted and non-existent when operationalized as general intelligence or cognitive ability. In addition, when no explicit benchmarks were employed for gifted identification, there was no evidence of such a difference between the gifted and non-gifted. When comparing gifted to non-gifted students, differences were found only for high school-aged students, but not for elementary and/or middle school age or adults. The differences obtained in OE between the gifted and non-gifted are likely to be overestimated due to a presence of publication bias, that is, an overrepresentation of studies with relatively small sample sizes. Recommendations include caution about assumptions regarding the prevalence of OEs among gifted students, using OEs as indicators of giftedness in school-based referral and identification processes, and for designing affective education curricula and services targeting gifted students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"85 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-16DOI: 10.1177/00169862251378118
RaeAnne Lindsay, Elisabeth B. Rossi, Bridget C. Smith, Nehal Abaza, Sara Renzulli, Meghan M. Burke
Some students are twice-exceptional (i.e., they are gifted and have a disability). Such students are likely to qualify for educational support through Section 504 of the Rehabilitation Act of 1973. However, little is known about their families’ experiences in accessing supports; it is possible that their disabilities overshadow their giftedness. The purpose of this study was to explore the experiences of families of twice-exceptional students with Section 504 plans. Altogether, 20 families of twice-exceptional students participated in individual interviews. Participants reported that individual, family, and system characteristics impacted their experiences with accessing accommodations under the auspice of Section 504. The student’s giftedness and ability to mask often precluded access to needed accommodations. A family’s use of strategist and/or formal advocacy, professional and/or lived experience with disability, and social networks facilitated access to needed accommodations. Participants frequently reported that educators and administrators prevented access to needed accommodations. Implications for research and practice are discussed.
{"title":"Exploring the Experiences of Twice-Exceptional Youth With Section 504 Plans in School","authors":"RaeAnne Lindsay, Elisabeth B. Rossi, Bridget C. Smith, Nehal Abaza, Sara Renzulli, Meghan M. Burke","doi":"10.1177/00169862251378118","DOIUrl":"https://doi.org/10.1177/00169862251378118","url":null,"abstract":"Some students are twice-exceptional (i.e., they are gifted and have a disability). Such students are likely to qualify for educational support through Section 504 of the Rehabilitation Act of 1973. However, little is known about their families’ experiences in accessing supports; it is possible that their disabilities overshadow their giftedness. The purpose of this study was to explore the experiences of families of twice-exceptional students with Section 504 plans. Altogether, 20 families of twice-exceptional students participated in individual interviews. Participants reported that individual, family, and system characteristics impacted their experiences with accessing accommodations under the auspice of Section 504. The student’s giftedness and ability to mask often precluded access to needed accommodations. A family’s use of strategist and/or formal advocacy, professional and/or lived experience with disability, and social networks facilitated access to needed accommodations. Participants frequently reported that educators and administrators prevented access to needed accommodations. Implications for research and practice are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"28 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-07DOI: 10.1177/00169862251370386
Ophélie Allyssa Desmet, Nielsen Pereira
An inductive analysis of perceptions of underachievement among 253 high-ability middle and high school students was conducted to gain a deeper understanding of students’ perceptions of factors contributing to academic underachievement. Findings revealed interconnected environmental and intrapersonal factors. Our proposed model shows underachievement arising from mismatch with the educational environment, issues at home, high-pressure environments, poor work ethic, lack of skills, other commitments, unmotivated friends, and low motivation. Motivation especially interrelates with environmental factors, as students may become less motivated if schoolwork is unstimulating. While the interplay of factors is unclear, participants perceive them all as potential pathways to underachievement rather than citing one as primary. Implications for research and practice are discussed.
{"title":"High-Ability Students’ Perceptions of Underachievement","authors":"Ophélie Allyssa Desmet, Nielsen Pereira","doi":"10.1177/00169862251370386","DOIUrl":"https://doi.org/10.1177/00169862251370386","url":null,"abstract":"An inductive analysis of perceptions of underachievement among 253 high-ability middle and high school students was conducted to gain a deeper understanding of students’ perceptions of factors contributing to academic underachievement. Findings revealed interconnected environmental and intrapersonal factors. Our proposed model shows underachievement arising from mismatch with the educational environment, issues at home, high-pressure environments, poor work ethic, lack of skills, other commitments, unmotivated friends, and low motivation. Motivation especially interrelates with environmental factors, as students may become less motivated if schoolwork is unstimulating. While the interplay of factors is unclear, participants perceive them all as potential pathways to underachievement rather than citing one as primary. Implications for research and practice are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"18 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145241855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-07DOI: 10.1177/00169862251366241
Katy Leong Cheng Ho Weatherly, Jenny Jieun Park
This study explores the evolving definitions of creativity within the context of musical giftedness and development, using a collaborative autoethnographic approach to analyze the life experiences of two musicians. Drawing from Sternberg’s WICS model, we propose a MwSIC Model of Creativity that places an individual’s life story at the center, surrounded by the interrelated elements of Intelligence , Creativity , and Wisdom for talent development. Our findings challenge traditional educational practices in music learning, which often emphasize product-oriented outcomes and rigid definitions of success. Instead, we advocate for a process-oriented approach that values the ongoing journey of creative development. We suggest a shift toward valuing ambiguity and the creative process which can cultivate more adaptable, innovative, and reflective musicians. This research contributes to the broader discourse on creativity as a development over time, offering insights that can enhance the development of musically gifted individuals.
{"title":"Creativity Within and Beyond Musical Giftedness: Proposing a MwSIC Model of Creativity","authors":"Katy Leong Cheng Ho Weatherly, Jenny Jieun Park","doi":"10.1177/00169862251366241","DOIUrl":"https://doi.org/10.1177/00169862251366241","url":null,"abstract":"This study explores the evolving definitions of creativity within the context of musical giftedness and development, using a collaborative autoethnographic approach to analyze the life experiences of two musicians. Drawing from Sternberg’s WICS model, we propose a MwSIC Model of Creativity that places an individual’s life story at the center, surrounded by the interrelated elements of <jats:italic>Intelligence</jats:italic> , <jats:italic>Creativity</jats:italic> , and <jats:italic>Wisdom</jats:italic> for talent development. Our findings challenge traditional educational practices in music learning, which often emphasize product-oriented outcomes and rigid definitions of success. Instead, we advocate for a process-oriented approach that values the ongoing journey of creative development. We suggest a shift toward valuing ambiguity and the creative process which can cultivate more adaptable, innovative, and reflective musicians. This research contributes to the broader discourse on creativity as a development over time, offering insights that can enhance the development of musically gifted individuals.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"112 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145241852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-28DOI: 10.1177/00169862251362841
Ophélie A. Desmet, Fangfang Mo, Alia Pineda Medina
This study explored parents’ perceptions surrounding the onset and development of underachievement among their gifted children. The study employed a qualitative narrative inquiry design with 12 parent participants discussing the underachievement of their 10 (four girls, six boys) children between the ages of 12 and 16. These families lived in the Midwestern United States. Participants described a similar developmental trajectory of their child’s underachievement, beginning with early academic promise, but a critical turning point often occurs in late elementary or middle school. Internal factors such as motivation, self-regulation skills, and mental health were viewed as important contributing elements. External influences such as family dynamics, school environment, student–teacher relationships, and peer relationships also played a significant role. The interplay of these multiple factors highlights the perceived complexity of underachievement among gifted children.
{"title":"Parental Narratives of Underachievement Among Gifted Children: Onset, Factors, and Perceived Resolutions","authors":"Ophélie A. Desmet, Fangfang Mo, Alia Pineda Medina","doi":"10.1177/00169862251362841","DOIUrl":"https://doi.org/10.1177/00169862251362841","url":null,"abstract":"This study explored parents’ perceptions surrounding the onset and development of underachievement among their gifted children. The study employed a qualitative narrative inquiry design with 12 parent participants discussing the underachievement of their 10 (four girls, six boys) children between the ages of 12 and 16. These families lived in the Midwestern United States. Participants described a similar developmental trajectory of their child’s underachievement, beginning with early academic promise, but a critical turning point often occurs in late elementary or middle school. Internal factors such as motivation, self-regulation skills, and mental health were viewed as important contributing elements. External influences such as family dynamics, school environment, student–teacher relationships, and peer relationships also played a significant role. The interplay of these multiple factors highlights the perceived complexity of underachievement among gifted children.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"82 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144915545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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