Pub Date : 2025-07-31DOI: 10.1177/00169862251351940
Jessica Vergeer, Marjolijn van Weerdenburg, Trudie Schils, Anouke Bakx
Teachers play a central role in the development of gifted students and are important actors in the (educational) system around the gifted student. However, their perceived involvement of and interactions with other actors in that system remains underexplored. Therefore, in this study, we explored teachers’ perceptions of involvement and interactions with key actors in gifted education: parents, school leaders, and other teachers. Furthermore, we aimed to identify facilitators and barriers to effective involvement and interaction as perceived by teachers in gifted education. An exploratory mixed-methods approach was used, involving 302 surveyed teachers from the Netherlands and 20 interviews. Findings revealed varying levels of perceived involvement, with parents being perceived as more involved than school leaders, and other teachers as highly involved. Despite these differences, teachers reported overall satisfaction with involvement and interactions. Satisfaction levels were positively related with increased involvement and interactions. Facilitators included willingness, approachability, and knowledge (sharing), while frequently mentioned barriers included the lack of these factors and the lack of policy. This study provides valuable insights into the opportunities and challenges involved in enhancing and sustaining effective involvement of and interactions with parents, school leaders, and other teachers, from the perspective of teachers in gifted education.
{"title":"Teachers in Gifted Education: Their Perception of Involvement of and Interacting With Parents, School Leaders, and Other Teachers","authors":"Jessica Vergeer, Marjolijn van Weerdenburg, Trudie Schils, Anouke Bakx","doi":"10.1177/00169862251351940","DOIUrl":"https://doi.org/10.1177/00169862251351940","url":null,"abstract":"Teachers play a central role in the development of gifted students and are important actors in the (educational) system around the gifted student. However, their perceived involvement of and interactions with other actors in that system remains underexplored. Therefore, in this study, we explored teachers’ perceptions of involvement and interactions with key actors in gifted education: parents, school leaders, and other teachers. Furthermore, we aimed to identify facilitators and barriers to effective involvement and interaction as perceived by teachers in gifted education. An exploratory mixed-methods approach was used, involving 302 surveyed teachers from the Netherlands and 20 interviews. Findings revealed varying levels of perceived involvement, with parents being perceived as more involved than school leaders, and other teachers as highly involved. Despite these differences, teachers reported overall satisfaction with involvement and interactions. Satisfaction levels were positively related with increased involvement and interactions. Facilitators included willingness, approachability, and knowledge (sharing), while frequently mentioned barriers included the lack of these factors and the lack of policy. This study provides valuable insights into the opportunities and challenges involved in enhancing and sustaining effective involvement of and interactions with parents, school leaders, and other teachers, from the perspective of teachers in gifted education.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748204","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 : 2025-07-30DOI: 10.1177/00169862251350155
Al Mansor Helal, Fabio Andres Parra-Marinez, Rian R. Djita, Jonathan Wai, Sarah McKenzie
This study adds to the understanding of academic and long-term outcomes among individuals enrolled in gifted and talented (G/T) programs. Specifically, we explore postsecondary college enrollment rates and selectivity trends of G/T students in a Southern state. Using multilevel modeling, we analyzed a sample of 184,515 observations from the 2014–2019 academic years, merging data from the state Department of Education and the National Student Clearinghouse. We found that G/T students, overall, were more likely (odds ratio [OR] = 1.97) to attend any postsecondary institution than typically developing students. G/T students, compared with their typically developing peers, were 65% more likely to attend selective postsecondary institutions. These findings add to the college outcomes literature on G/T students as well as add to policy discussions surrounding higher education access for students in the heartland.
{"title":"Gifted Students’ Later Outcomes: College-Going Rates and Selectivity","authors":"Al Mansor Helal, Fabio Andres Parra-Marinez, Rian R. Djita, Jonathan Wai, Sarah McKenzie","doi":"10.1177/00169862251350155","DOIUrl":"https://doi.org/10.1177/00169862251350155","url":null,"abstract":"This study adds to the understanding of academic and long-term outcomes among individuals enrolled in gifted and talented (G/T) programs. Specifically, we explore postsecondary college enrollment rates and selectivity trends of G/T students in a Southern state. Using multilevel modeling, we analyzed a sample of 184,515 observations from the 2014–2019 academic years, merging data from the state Department of Education and the National Student Clearinghouse. We found that G/T students, overall, were more likely (odds ratio [OR] = 1.97) to attend any postsecondary institution than typically developing students. G/T students, compared with their typically developing peers, were 65% more likely to attend selective postsecondary institutions. These findings add to the college outcomes literature on G/T students as well as add to policy discussions surrounding higher education access for students in the heartland.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"68 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748205","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 : 2025-07-23DOI: 10.1177/00169862251347293
Joanie Poirier, Anne Brault-Labbé, Audrey Brassard
While it is now argued that intellectual giftedness is not causally associated with well-being, the individual and environmental determinants associated remain empirically underexplored. Trying to fill this gap, this study investigated potential risk and protective factors on the well-being and mental health of 219 Canadian intellectually gifted adults. Exploratory transversal analyses were conducted between 11 determinants frequently evoked in the literature on intellectually gifted individuals and hedonic well-being (positive/negative affect; ∝ = .85–.87; satisfaction with life; ∝ = .88), eudemonic well-being (existential crisis/meaning in life; ∝ = .76–.87; interpersonal connection; ∝ = 92) and psychopathologies. Results show that twice-exceptionality and lower socioeconomic status are risk factors for the development of psychopathologies, while being married/in civil union and having a higher perceived level of potential achievement are protective factors for hedonic and eudemonic well-being. Results are discussed in light of previous knowledge about gifted individuals.
{"title":"Living With the Gift of Giftedness: An Exploratory Study on the Well-Being of Intellectually Gifted Adults","authors":"Joanie Poirier, Anne Brault-Labbé, Audrey Brassard","doi":"10.1177/00169862251347293","DOIUrl":"https://doi.org/10.1177/00169862251347293","url":null,"abstract":"While it is now argued that intellectual giftedness is not causally associated with well-being, the individual and environmental determinants associated remain empirically underexplored. Trying to fill this gap, this study investigated potential risk and protective factors on the well-being and mental health of 219 Canadian intellectually gifted adults. Exploratory transversal analyses were conducted between 11 determinants frequently evoked in the literature on intellectually gifted individuals and hedonic well-being (positive/negative affect; ∝ = .85–.87; satisfaction with life; ∝ = .88), eudemonic well-being (existential crisis/meaning in life; ∝ = .76–.87; interpersonal connection; ∝ = 92) and psychopathologies. Results show that twice-exceptionality and lower socioeconomic status are risk factors for the development of psychopathologies, while being married/in civil union and having a higher perceived level of potential achievement are protective factors for hedonic and eudemonic well-being. Results are discussed in light of previous knowledge about gifted individuals.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"10 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144693964","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 : 2025-06-28DOI: 10.1177/00169862251339670
Gabriella D. Noreen, David Lubinski, Camilla P. Benbow
Educational acceleration is well established as a best practice for meeting the learning needs of precocious youth. It occupies one region of a broader spectrum of interventions designed to align educational curricula with students’ learning readiness, namely, appropriate developmental placement . Despite over 100 years of robust longitudinal support, educational acceleration is not reliably implemented in practice or educational theorizing. This investigation extends this literature through a mixed-methods approach to the educational experiences and perspectives of intellectually precocious youths as adults. Study 1 examines the experiences and views of Gifted ( N = 1,279) and Highly Gifted ( N = 479) individuals in their mid-30s on homogeneous grouping for instruction. Study 2 constitutes a constructive replication of Study 1 involving an unobtrusive generalization probe administered to Profoundly Gifted participants ( N = 241) and Top STEM Doctoral Students ( N = 695) in their mid-20s. Study 2 focuses on participants’ high school likes and dislikes to determine whether they unobtrusively capture sentiments indicative of appropriate developmental placement in general and educational acceleration in particular. Collectively, participants appear to crave advanced and challenging educational material. Across cohorts and genders, a longitudinal examination of potential moderators revealed that these results did not covary with lifestyle/occupational outcomes at age 50. Findings align with Carroll’s Model of School Learning, Cronbach’s formulation of aptitude × treatment interactions, and modern measurement procedures. They support tailoring curricula to academic readiness for maximizing learning. They also highlight how contextual features embedded in educational settings beyond strictly academic material facilitate learning and psychological development.
{"title":"In Their Own Voice: Educational Perspectives From Intellectually Precocious Youth as Adults","authors":"Gabriella D. Noreen, David Lubinski, Camilla P. Benbow","doi":"10.1177/00169862251339670","DOIUrl":"https://doi.org/10.1177/00169862251339670","url":null,"abstract":"Educational acceleration is well established as a best practice for meeting the learning needs of precocious youth. It occupies one region of a broader spectrum of interventions designed to align educational curricula with students’ learning readiness, namely, <jats:italic>appropriate developmental placement</jats:italic> . Despite over 100 years of robust longitudinal support, educational acceleration is not reliably implemented in practice or educational theorizing. This investigation extends this literature through a mixed-methods approach to the educational experiences and perspectives of intellectually precocious youths as adults. Study 1 examines the experiences and views of Gifted ( <jats:italic>N</jats:italic> = 1,279) and Highly Gifted ( <jats:italic>N</jats:italic> = 479) individuals in their mid-30s on homogeneous grouping for instruction. Study 2 constitutes a constructive replication of Study 1 involving an unobtrusive generalization probe administered to Profoundly Gifted participants ( <jats:italic>N</jats:italic> = 241) and Top STEM Doctoral Students ( <jats:italic>N</jats:italic> = 695) in their mid-20s. Study 2 focuses on participants’ high school likes and dislikes to determine whether they unobtrusively capture sentiments indicative of appropriate developmental placement in general and educational acceleration in particular. Collectively, participants appear to crave advanced and challenging educational material. Across cohorts and genders, a longitudinal examination of potential moderators revealed that these results did not covary with lifestyle/occupational outcomes at age 50. Findings align with Carroll’s Model of School Learning, Cronbach’s formulation of aptitude × treatment interactions, and modern measurement procedures. They support tailoring curricula to academic readiness for maximizing learning. They also highlight how contextual features embedded in educational settings beyond strictly academic material facilitate learning and psychological development.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"24 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513239","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 : 2025-06-17DOI: 10.1177/00169862251339671
Allison K. Greene, Marie C.E. Dougé, Kathrin E. Maki
Research in the field of gifted and talented has significantly shifted in recent years to focus on broader conceptualizations of the construct, including performing arts, creativity, and leadership. Yet, it is not clear how states conceptualize and identify students as gifted and talented given the last review of state gifted and talented regulations (i.e., laws) was conducted more than a decade ago, and organizational policy documents were limited in scope. The purpose of this study, therefore, was to review state gifted and talented definitions and identification procedures and to compare findings with prior research. Furthermore, we reviewed policies for identifying underrepresented populations in gifted and talented education. Results showed that there is considerable variability in how states define gifted and talented (i.e., categories included in gifted definitions) and how they identify gifted and talented. In this review, states included broader categories in gifted and talented definitions (e.g., creativity, performing arts) and allowed for a wider variety of assessment procedures compared with prior reviews. However, compared to 2012, this study’s findings showed that fewer states included general policies for the identification of traditionally underrepresented students as gifted and talented. Implications for research and practice are discussed.
{"title":"State Definitions, Policies, and Practices of Gifted and Talented Identification: What Difference Does a Decade Make?","authors":"Allison K. Greene, Marie C.E. Dougé, Kathrin E. Maki","doi":"10.1177/00169862251339671","DOIUrl":"https://doi.org/10.1177/00169862251339671","url":null,"abstract":"Research in the field of gifted and talented has significantly shifted in recent years to focus on broader conceptualizations of the construct, including performing arts, creativity, and leadership. Yet, it is not clear how states conceptualize and identify students as gifted and talented given the last review of state gifted and talented regulations (i.e., laws) was conducted more than a decade ago, and organizational policy documents were limited in scope. The purpose of this study, therefore, was to review state gifted and talented definitions and identification procedures and to compare findings with prior research. Furthermore, we reviewed policies for identifying underrepresented populations in gifted and talented education. Results showed that there is considerable variability in how states define gifted and talented (i.e., categories included in gifted definitions) and how they identify gifted and talented. In this review, states included broader categories in gifted and talented definitions (e.g., creativity, performing arts) and allowed for a wider variety of assessment procedures compared with prior reviews. However, compared to 2012, this study’s findings showed that fewer states included general policies for the identification of traditionally underrepresented students as gifted and talented. Implications for research and practice are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"606 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144311301","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 : 2025-06-17DOI: 10.1177/00169862251343632
Ortal Slobodin, Yonit Manzur Prior, Tala Noufi, Halleli Pinson
For decades, gifted education programs have identified students from upper-income families at notably higher rates than students from lower-income families. Most studies addressing socioeconomic inequalities in gifted education have focused on systemic and structural barriers to educational resources, such as poverty, peripheral areas, and language barriers. However, because most studies have relied exclusively on aggregate (school-level or national-level) data, the role of parental determinants in children’s assignment to gifted education programs has been overlooked. The current study examined whether and how family income is associated with parental perceptions of gifted education. We also examined parents’ trust in their child’s educational and psychological resilience as a possible mediating mechanism of this relationship. Participants were 251 parents of children in second through fourth grades who completed online questionnaires. Results showed that parents with a higher income were more likely to support the enrollment of gifted children into separate gifted programs than were parents with a lower income. The relationship between income and parental perceptions of gifted education programs was mediated by parents’ trust in their child’s educational and psychological resilience. Understanding the role of family income in shaping parental attitudes toward gifted programs may serve as a potential pathway to remove barriers and improve the access of students from different backgrounds to gifted education.
{"title":"Family Income and Parental Perceptions of Gifted Education: The Mediating Role of Parents’ Trust in Their Child’s Resilience","authors":"Ortal Slobodin, Yonit Manzur Prior, Tala Noufi, Halleli Pinson","doi":"10.1177/00169862251343632","DOIUrl":"https://doi.org/10.1177/00169862251343632","url":null,"abstract":"For decades, gifted education programs have identified students from upper-income families at notably higher rates than students from lower-income families. Most studies addressing socioeconomic inequalities in gifted education have focused on systemic and structural barriers to educational resources, such as poverty, peripheral areas, and language barriers. However, because most studies have relied exclusively on aggregate (school-level or national-level) data, the role of parental determinants in children’s assignment to gifted education programs has been overlooked. The current study examined whether and how family income is associated with parental perceptions of gifted education. We also examined parents’ trust in their child’s educational and psychological resilience as a possible mediating mechanism of this relationship. Participants were 251 parents of children in second through fourth grades who completed online questionnaires. Results showed that parents with a higher income were more likely to support the enrollment of gifted children into separate gifted programs than were parents with a lower income. The relationship between income and parental perceptions of gifted education programs was mediated by parents’ trust in their child’s educational and psychological resilience. Understanding the role of family income in shaping parental attitudes toward gifted programs may serve as a potential pathway to remove barriers and improve the access of students from different backgrounds to gifted education.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"37 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144311299","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 : 2025-04-19DOI: 10.1177/00169862251328015
Michael C. Grugan, Luke F. Olsson, Andrew P. Hill, Daniel J. Madigan
There is evidence that many gifted students set unrealistically high personal standards and that such perfectionistic tendencies may lead to higher stress. To build on this evidence, we examined whether performance perfectionism and school stress influence school burnout and school engagement in gifted students. A sample of 342 gifted students ( Mage = 16.27, SD = 0.49) completed the study measures. Using structural equation modeling, we found that dimensions of performance perfectionism indirectly predicted school burnout and engagement via school stress. When gifted students reported that they expected themselves to perform perfectly at school, or that others expected them to perform perfectly at school, they reported more school stress. In turn, higher levels of school stress were related to increased school burnout and decreased school engagement. The management of performance perfectionism and school stress is therefore important when it comes to supporting and safeguarding gifted students.
{"title":"Perfectionism, School Burnout, and School Engagement in Gifted Students: The Role of Stress","authors":"Michael C. Grugan, Luke F. Olsson, Andrew P. Hill, Daniel J. Madigan","doi":"10.1177/00169862251328015","DOIUrl":"https://doi.org/10.1177/00169862251328015","url":null,"abstract":"There is evidence that many gifted students set unrealistically high personal standards and that such perfectionistic tendencies may lead to higher stress. To build on this evidence, we examined whether performance perfectionism and school stress influence school burnout and school engagement in gifted students. A sample of 342 gifted students ( <jats:italic>M</jats:italic> <jats:sub>age</jats:sub> = 16.27, <jats:italic>SD</jats:italic> = 0.49) completed the study measures. Using structural equation modeling, we found that dimensions of performance perfectionism indirectly predicted school burnout and engagement via school stress. When gifted students reported that they expected themselves to perform perfectly at school, or that others expected them to perform perfectly at school, they reported more school stress. In turn, higher levels of school stress were related to increased school burnout and decreased school engagement. The management of performance perfectionism and school stress is therefore important when it comes to supporting and safeguarding gifted students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"51 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851039","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 : 2025-04-19DOI: 10.1177/00169862251328021
Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx
Gifted students with relative reading difficulties often struggle with the discrepancy between their high intelligence and lower-than-expected word-reading level (i.e., discrepant readers). This discrepancy may be a burden and poses specific educational challenges to individual students. To understand their challenges and the nature of their discrepancy, this study examined the cognitive profiles of gifted discrepant readers ( n = 50) compared with gifted (nondiscrepant) readers ( n = 30). A case series analysis mapping weaknesses and strengths on risk factors for dyslexia (phonemic awareness [PA], rapid automatized naming [RAN], and verbal short term memory [VSTM]) showed that both groups displayed largely similar cognitive profiles. A discrepant reading profile seemed to result from the absence of strengths on underlying skills (PA, RAN, VSTM). Hierarchical multiple regression indicated that group (discrepant readers vs. gifted readers) did not moderate the relationship between cognitive factors and word-level reading outcomes. Based on these findings, it is proposed that educational support for gifted discrepant readers might comprise gifted- and needs-based education that focuses on (building) strengths.
{"title":"Cognitive Profiles of Gifted Discrepant Readers in Primary Education","authors":"Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx","doi":"10.1177/00169862251328021","DOIUrl":"https://doi.org/10.1177/00169862251328021","url":null,"abstract":"Gifted students with relative reading difficulties often struggle with the discrepancy between their high intelligence and lower-than-expected word-reading level (i.e., discrepant readers). This discrepancy may be a burden and poses specific educational challenges to individual students. To understand their challenges and the nature of their discrepancy, this study examined the cognitive profiles of gifted discrepant readers ( <jats:italic>n</jats:italic> = 50) compared with gifted (nondiscrepant) readers ( <jats:italic>n</jats:italic> = 30). A case series analysis mapping weaknesses and strengths on risk factors for dyslexia (phonemic awareness [PA], rapid automatized naming [RAN], and verbal short term memory [VSTM]) showed that both groups displayed largely similar cognitive profiles. A discrepant reading profile seemed to result from the absence of strengths on underlying skills (PA, RAN, VSTM). Hierarchical multiple regression indicated that group (discrepant readers vs. gifted readers) did not moderate the relationship between cognitive factors and word-level reading outcomes. Based on these findings, it is proposed that educational support for gifted discrepant readers might comprise gifted- and needs-based education that focuses on (building) strengths.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"11 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143853641","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 : 2025-04-17DOI: 10.1177/00169862251330254
Karen E. Rambo-Hernandez, Syahrul Amin, Natasha Wilkerson, Carla Brigandi
While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same students be identified for gifted services when comparing top students by grade level versus the top students in each classroom? (b) likewise how many students were identified as the top in their grade and classroom level in both first and second grade? While considerable variability existed in gifted identification based on whether differences in teachers’ rating scale use were considered, discrepancies between approaches were less pronounced than in our previous study. Despite the variability in scores, including teacher ratings in gifted identification may still offer unique insights. However, we argue that the substantial time required of teachers may not justify their use, but, if used, they should only be used to expand access to gifted services.
{"title":"Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School","authors":"Karen E. Rambo-Hernandez, Syahrul Amin, Natasha Wilkerson, Carla Brigandi","doi":"10.1177/00169862251330254","DOIUrl":"https://doi.org/10.1177/00169862251330254","url":null,"abstract":"While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same students be identified for gifted services when comparing top students by grade level versus the top students in each classroom? (b) likewise how many students were identified as the top in their grade and classroom level in both first and second grade? While considerable variability existed in gifted identification based on whether differences in teachers’ rating scale use were considered, discrepancies between approaches were less pronounced than in our previous study. Despite the variability in scores, including teacher ratings in gifted identification may still offer unique insights. However, we argue that the substantial time required of teachers may not justify their use, but, if used, they should only be used to expand access to gifted services.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"108 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847278","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 : 2025-04-17DOI: 10.1177/00169862251326467
Hannah B. Faiman, Gabrielle A. Strouse
This study examined the relationship between perfectionism and academic burnout, as well as how each construct varies among honors ( n = 120), high-achieving non-honors ( n = 180), and typical ( n = 196) undergraduate students at a mid-sized university in the United States. Results indicated the presence of group differences in perfectionism type: honors students were largely characterized as maladaptive perfectionists; high-achieving non-honors students mostly as maladaptive or non-perfectionists; and the majority of typical students as non-perfectionists. In addition, analyses revealed significant differences in academic burnout by perfectionism type, with adaptive perfectionists exhibiting higher levels of burnout than either maladaptive or non-perfectionists. Further investigation into this phenomenon, perhaps examining the effects of the COVID-19 pandemic on student demands and resources, is needed. Significant implications for leaders in higher education are discussed, such as suggestions for the implementation of interventions focused on increasing student resources and reducing perfectionistic concerns.
{"title":"Perfectionism and Academic Burnout in High-Achieving Undergraduate Students","authors":"Hannah B. Faiman, Gabrielle A. Strouse","doi":"10.1177/00169862251326467","DOIUrl":"https://doi.org/10.1177/00169862251326467","url":null,"abstract":"This study examined the relationship between perfectionism and academic burnout, as well as how each construct varies among honors ( <jats:italic>n</jats:italic> = 120), high-achieving non-honors ( <jats:italic>n</jats:italic> = 180), and typical ( <jats:italic>n</jats:italic> = 196) undergraduate students at a mid-sized university in the United States. Results indicated the presence of group differences in perfectionism type: honors students were largely characterized as maladaptive perfectionists; high-achieving non-honors students mostly as maladaptive or non-perfectionists; and the majority of typical students as non-perfectionists. In addition, analyses revealed significant differences in academic burnout by perfectionism type, with adaptive perfectionists exhibiting higher levels of burnout than either maladaptive or non-perfectionists. Further investigation into this phenomenon, perhaps examining the effects of the COVID-19 pandemic on student demands and resources, is needed. Significant implications for leaders in higher education are discussed, such as suggestions for the implementation of interventions focused on increasing student resources and reducing perfectionistic concerns.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"49 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847282","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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