Search

The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups. [ABSTRACT FROM AUTHOR]

Giftedness and Dabrowski's Theory of Positive Disintegration (TPD) have been firmly linked since the Columbus Group's 1991 statement on giftedness and asynchrony. The theory's overexcitabilities (OEs) factor has been the main association with giftedness. Although OEs include certain characteristics associated with giftedness, they also include negative aspects not found in research on gifted characteristics. Instead, those negative aspects may be signs of learning and other disorders, or of mental health issues. Because positive aspects of OEs have been shown to fit within the five-factor model of personality, and because the negative aspects may be signs of neurodiversity, I argue that the OE association with giftedness may be superfluous or even misleading. Three parents of gifted children are cited, revealing the consequences of receiving information about OEs with their children's assessment reports as the only guide for possible future problems. I offer suggestions, including replacing OE lists with research-based gifted characteristics. [ABSTRACT FROM AUTHOR]

The article discusses Rodolphe De Koninck's experiences with geography in 1960s Singapore and beyond. De Koninck's interest in Southeast Asia led him to conduct research on agriculture in Singapore, focusing on farming areas and populations. He encountered challenges in conducting fieldwork but managed to study the local agricultural scene. De Koninck's research in Singapore and Southeast Asia led to further exploration of territorial and social issues in the region, culminating in the publication of several atlases on Singapore's territorial transformation. [Extracted from the article]

Introduction: There are no published data on the written language skills of gifted children (GC). The objective of the present study was to evaluate reading abilities of GC vs. normative data from typically developing French children (TDC). Like English, French is considered to be an opaque language. Method: GC completed the Wechsler Intelligence Scales and a battery of language tests. Only children with a score two standard deviations (SD) above the norm were included. GC with current or past academic difficulties or specific learning disorders were excluded. The GC's scores were compared with TDC's normative scores for language tests in a chi-square-test and corrected for multiple comparisons. Results: Forty-five GC were included. The highest GC's mean scores were for the WISC's Verbal Comprehension Index (VCI) and the lowest for the Processing Speed Index (from more than two SDs to one SD higher above the TDC's normative scores). GC were between 1.3 and 4.7 times more likely than TDC to achieve a high score. After correction, the distributions of the GC's and TDC's scores differed significantly with regard to spoonerism, phoneme deletion, and rapid automatic naming (p < 0.001), word and sentence repetition (p ≤ 0.007), and the reading of meaningful text (p = 0.03). GC and TDC did not differ significantly for reading meaningless texts and spelling accuracy. Discussion: As described in the literature, the GC in the present study had heterogeneous scores on the Wechsler Intelligence Scales. The GC performed better than TDC in assessments of the underlying skills of reading and when reading of meaningful texts. This advantage was lost in the absence of context, as shown by the lack of significant GC vs. TDC differences for reading meaningless texts and for spelling accuracy. Hence, GC presented a heterogeneous profile with regard to the underlying skills of reading and reading abilities. The present data should help to improve our understanding of GC's reading skills. In particular, it is now essential to determine which written language tests and which score thresholds are appropriate for identifying specific learning disorders in GC. [ABSTRACT FROM AUTHOR]

Promoting the education of talented and gifted students is a crucial aspect of establishing a strong society focused on scientific knowledge. This praxis article delves into the implementation of strategies in the Syrian Arab Republic to support and identify gifted students, focusing on initiatives such as the Syrian Scientific Olympiad, the National Centre for Distinguished Students, and Academic Programs for Distinguished Students. Data collection methods utilized in this study shed light on the outcomes of these initiatives and measures taken to promote gifted education in Syria. The analysis of this data provides insights into the impact of these programs on gifted students in crisis-stricken regions. The study emphasizes the significant role played by the Distinction and Creativity Agency in nurturing exceptional talents and fostering personal growth. Overall, the support provided to gifted students contributes to cognitive advancement, psychological well-being, and skill development, enhancing their overall well-being and paving the way for successful futures. The government's commitment to supporting gifted education in the Syrian Arab Republic reflects its dedication to promoting talent and creativity in the Arab region. [ABSTRACT FROM AUTHOR]

The article discusses the significance of STEM education, which integrates science, technology, engineering, and mathematics to address real-world problems and enhance economic growth, with a projected 10.8% job growth in STEM occupations by 2032. Topics include the increasing demand for 21st-century skills in the workforce, the role of STEM education as part of educational reform; and the global implementation of STEM practices, particularly in Asian economies.

Gifted pre-school children are often identified as those who read words, interpret signs, and demonstrate interests of children older than them, and are considered an exceptional group of children compared to other normal children. Therefore, early identification of gifted children helps to provide educational opportunities and a rich environment for the development of their talents. The main purpose of the current study is to examine the teachers' attitudes in pre-school toward the education of gifted children in Palestine and identify the educational strategies and programs for teaching gifted children. The mixed-methods approach was adopted; it is an approach that mixes qualitative and quantitative methods to gain a deep understanding and confirm outcomes. In this study, the researchers adopted an explanatory sequential design, which is a sequential approach, and it began with quantitative data collection and analysis, followed by qualitative data collection and analysis. The quantitative data were collected by the "Scale for Attitudes towards Gifted Education." The pre-school teachers in the sample were randomly selected, consisting of 330 female pre-school teachers from public schools. Additionally, the qualitative data were collected by semi-structured interview, which 15 female pre-school teachers from public schools took part in. The quantitative findings indicated that teachers had positive attitudes regarding the education of gifted children. This was consistent with the findings of qualitative data, which also demonstrated the variety of educational strategies and programs that were used to teach gifted children in Palestine. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Talented athletes exhibit remarkable skills and performance in their respective sports, setting them apart from their peers. It has been observed that genetic polymorphisms can influence variations in sports performance, leading to numerous studies aimed at validating genetic markers for identifying sports talents. This study aims to evaluate the potential contribution of genetic factors associated with athletic performance predisposition in identifying sports talents. Methods: A systematic review was conducted following the PRISMA framework, utilizing the PICO methodology to develop the research question. The search was limited to case-control studies published between 2003 and June 2024, and databases such as Medline, LILACS, WPRIM, IBECS, CUMED, VETINDEX, Web of Science, Science Direct, Scopus and Scielo were utilized. The STREGA tool was employed to assess the quality of the selected studies. Results: A total of 1,132 articles were initially identified, of which 119 studies were included in the review. Within these studies, 50 genes and 94 polymorphisms were identified, showing associations with sports talent characteristics such as endurance, strength, power, and speed. The most frequently mentioned genes were ACTN3 (27.0%) and ACE (11.3%). Conclusion: The ACE I/D and ACTN3 R577X polymorphisms are frequently discussed in the literature. Although athletic performance may be influenced by different genetic polymorphisms, limitations exist in associating them with athletic performance across certain genotypes and phenotypes. Future research is suggested to investigate the influence of polymorphisms in elite athletes from diverse backgrounds and sports disciplines. [ABSTRACT FROM AUTHOR]

Despite upwards of 100,000 gifted students possibly being educated at home, research regarding this population is limited. The literature on gifted homeschooling includes topics such as motivations for homeschooling, modalities of instruction, and student achievement and social-emotional wellness. Recommendations for expanding the literature and providing better insight into these students' experiences include determining the demographics of gifted homeschool students, surveying methods and costs of instruction, and measuring educational outcomes. It is imperative to collect and make this information publicly available, and to prioritize research on this population. Doing so will ensure that policy better serves the needs of these unique learners. [ABSTRACT FROM AUTHOR]

The article discusses how gifted and talented students and youth represent a valuable resource for every country, enabling effective development and the constructive resolution of current economic and social challenges. Gifted students' identification, support, and mentorship have become particularly important today. Art competitions foster creative growth, offering students opportunities to nurture their talents and skills. When designed with neuro-pedagogical principles, these competitions become powerful catalysts for creativity. They stimulate neurocognitive processes that boost dopamine levels since the expectation of winning, recognition and rewards activates brain systems associated with motivation and pleasure. This, in turn, encourages the generation of new ideas and innovative solutions. The article explores neuro-pedagogical factors that enhance students' creative development, outlines the traits for identifying gifted students for participation in art competitions, confirms that such competitions foster creative growth, and provides practical recommendations for teachers and organizers on designing these events in line with neuro-pedagogical insights. [ABSTRACT FROM AUTHOR]

Caregivers play an important role in the development of talent in high-potential children, however, limited research exists on their observations and perceptions of their child's development. The purpose of this exploratory study was to examine caregivers' perceptions of the social and emotional characteristics of gifted children in grades K–3. Semistructured interviews were held with a purposive sample of 11 caregivers of intellectually gifted children between the ages of 5 and 9. A thematic analysis revealed two overarching themes: (a) sensitivities and intensities, and (b) behaviors associated with challenges at home and school. Participants also completed questionnaires on personality factors and overexcitabilities. A hierarchical cluster analysis and k-means cluster analysis indicated that highly and profoundly gifted students scored higher in the five Dąbrowskian overexcitabilities as well as openness to experience. Implications are discussed for research and practice. [ABSTRACT FROM AUTHOR]

This narrative inquiry highlights the first year of a 5-year Jacob K. Javits grant. In it, the authors detail their experiences writing and receiving the grant and beginning the equity-focused work of helping develop and expand gifted education in Michigan. Michigan currently has no gifted education legislation or funding, so this Javits team began the work to build an equitable system using the most recent research in our field. Given the lack of a playbook for building an equitable gifted education program from the start, through narrative methods, the authors share not only their actions, but also the challenges, internal and external, which threatened, and continue to threaten, the success of the project. They argue that choosing action over conflicting emotions enables them to show up, ready or not, to fight for the dignity of gifted children everywhere. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative, phenomenological study was to investigate the experiences and perspectives of parents of highly and profoundly gifted children in developmental and cultural contexts. A purposive sample was selected from parents who are members of networks and organizations serving highly and profoundly gifted students. We conducted semi-structured interviews with 11 parents. Data were analyzed using the six-step approach of thematic analysis and revealed eight overarching themes including (a) self-efficacy within sociocultural contexts; (b) feelings of confidence; (c) role in fulfilling children's needs; (d) decisions and actions related to children's giftedness; (e) development of the parent/child dyads; (f) sense of belonging within the larger community; (g) impact of Covid-19 pandemic on their child's gifted education; and (h) resources needed to facilitate children's social-emotional and academic needs. Implications inform educators, counselors, and communities of the lived experiences of parents and their need for a sense of support and belonging. [ABSTRACT FROM AUTHOR]

Optimal sleep is crucial for developing and maintaining gifted children's cognitive abilities. However, only a few studies have explored the sleep profiles of gifted children and overlooked their internal variations. This study aimed to investigate subjective and object sleep profiles in school-aged gifted children with different levels of giftedness. This study included 80 school-aged children (50 % male) aged 6–11 years. Giftedness was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Subjective and objective sleep were evaluated using the Children's Sleep Habits Questionnaire (CSHQ) and Actiwatch 2. The sample was divided into three groups based on their full scale intelligence quotient (IQ): 16 typically developing children (IQ < 130), 38 moderately gifted children (IQ: 130–145), and 26 highly gifted children (IQ > 145). The highly gifted children had the mildest sleep problems, particularly in sleep duration and daytime sleepiness. Moderately gifted children had the shortest subjective average sleep duration, while the three groups had no significant differences in Actiwatch-measured sleep variables. Furthermore, CSHQ total and daytime sleepiness subscale scores were negatively associated with the full scale IQ in gifted children after controlling for confounders including emotional and behavioral problems. Children with higher levels of giftedness experience fewer subjective sleep problems but have similar objective sleep parameters. It is imperative to implement tailored sleep strategies for fostering intellectual development and nurturing young talents. • Highly gifted children had the mildest sleep problems. • Moderately gifted children reported the shortest subjective sleep duration. • There was no difference in objective sleep parameters across giftedness levels. • Higher full scale IQ was associated with milder sleep problems. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Special Needs Sciences is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gifted and talented children should be identified at an early stage and provided with opportunities to thrive, flourish, and develop in inclusive education. Inclusive education refers to a sense of belonging, and development to one's fullest, including talent development. This international scoping review aims to investigate contextual and environmental factors contributing to well-functioning inclusive education, with a particular focus on early identification of gifted and talented children. The Bioecological model for human development and the Differentiating Model of Giftedness and Talent constituted the framework. Twenty-three (N=23) research articles were included and two thematical analyses were conducted. Regarding early identification, five influential factors (i.e., themes) were created: Knowledge about giftedness and talent; Opportunities for all children to demonstrate their abilities; Identification strategies; Collaborations; and Teacher education and professional development. Regarding well-functioning inclusive education, five factors (i.e., themes) were created, which, in addition to early identification, will also play a role; these were: Policies recognising inclusion and gifted and talented children; Appreciation of diversity; Additional educational provisions; Peer interactions and learning; and Home-school partnership. A factor model for early identification and well-functioning inclusive education targeting giftedness and talent is presented, and suggestions for practitioners and further research are provided. [ABSTRACT FROM AUTHOR]

This study aimed to develop a parent rating scale (PRSG) for screening children for further identification process in terms of giftedness. The participants of the study were 255 parents of gifted and non-gifted students. The PRSG, consisting of 30 items, was created by consulting parents and reviewing instruments existent in the literature. As part of the validity testing, the content, construct, and criterion-related validities were examined. Expert opinion was sought for content validity. Construct validity was achieved as the findings of the confirmatory factor analysis confirmed the three-factor model in the 27-item instrument. The parents rated their own children after the researchers showed them how to rate their children. One hundred and sixty parents had a gifted child. Finally, the scores given by the parents of gifted children and those of the non-gifted were compared, which yielded a statistically significant difference between the mean scores in favor of the scores given by the parents of the gifted. The Cronbach alpha value was found to be.95 for the whole instrument. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Education is the property of Mehmet Tekerek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many gifted students fail to be diagnosed, preventing them from receiving an education that is adapted to their characteristics, with activities that challenge their minds. Mathematics is one of the subjects in which they can demonstrate talent, where they often exhibit high skills in solving problems, handling numbers and performing spatial representations. One of the contexts in which these characteristics can be addressed is the resolution of non‐routine problems. Thus, the purpose of this exploratory, observational and descriptive case study was to present a battery of challenging activities to a 10‐year‐old gifted student and identify the strategies he uses when solving non‐routine problems, with Pólya's method being used to guide him to reach one or more solutions. The results show that the activities proposed were challenging for the student, who used four strategies when solving the non‐routine problems, with partial goals being the most widely used in problems of visual discrimination, and the use of patterns being the most frequently leveraged in numerical skills problems. This study provides teachers with resources that foster motivation among talented students and address their needs. [ABSTRACT FROM AUTHOR]

The article is devoted to one of the topical problems of modern psychology - the development of self-awareness in children - as it is considered in the psychology of giftedness. The study was aimed at identifying ‘self-image’ features in creatively gifted senior preschool children. It was carried out in line with the scientific approach proposed by A.M. Matyushkin to the study of giftedness as a prerequisite for the development of a creative personality. The study involved 290 children aged 6-7 years ( M = 6.6; SD = 0.54; boys = 143, girls = 147) attending preschool educational institutions in Moscow. The creative potential of the participants (senior preschool children) was identified using Figural Form A of the Torrance Tests of Creative Thinking (TTCT), as well as on the basis of observations, surveys of teachers and parents, and expert assessments of the children’s creative works. The results made it possible to identify a group of gifted senior preschoolers with high creative potential ( N = 52, boys = 26, girls = 26) and a group of their peers, equal in quantitative composition and gender distribution, whose creative potential was lower. The child’s ‘self-image’ features were revealed during a conversation based on the Twenty Statements Test - TST (M. Kuhn and Th. McPartland, modified by T.V. Rumyantseva) and the Study of the System of Children’s Self-Characteristics (O.A. Belobrykina). The analysis of the obtained data showed the relationship between the results of the Torrance Test performed by the senior preschoolers and the number of their self-characteristics. The following differences between the groups were highlighted: the gifted children named more characteristics when describing themselves than their peers; this was especially true for such subcategories of answers as ‘gender’, ‘age’, ‘role in society’, ‘role in the family’, ‘physical qualities’, ‘communication’, ‘abilities’, and ‘general’. The analysis of the ‘self-image’ structural components revealed that the group of the gifted children, to a greater extent than the group of their peers, represented the indicators of the social, communicative, physical, active and reflexive components. All this indicates a greater volume and greater degree of cognitive complexity and differentiation of the ‘self-image’ in the gifted senior preschoolers compared to their peers. At the same time, the following ‘self-image’ aspects common to both groups were identified: the predominance of self-characteristics of the subjective category (personality traits, skills, etc.) and emotionally positive responses. A comparison of the ‘self-images’ between the gifted boys and gifted girls showed that the girls had more pronounced ‘emotional characteristics (cheerful)’, ‘description of appearance (beautiful)’ and ‘role in the family’. The results obtained can be used in creating programs aimed at the emotional and personal development of gifted preschoolers, as well as in the process of consultative work on the prevention/correction of difficulties in the upbringing of preschoolers.

Background: Low self‐worth during adolescence predicts a range of emotional and behavioural problems. As such, identifying potential sources of influence on self‐worth in adolescence is important. Aims: The aim of this study was to construct The Relationship between Parents' Marital Satisfaction and Popularity in the Family with Sense of Self-worth and Spiritual Vitality of Children Working in Gifted Schools Methods: The research method is descriptive-correlational of structural equation modeling. The statistical population of this study is all talented students in Tehran during the academic year of 1400-1401. The sample consisted of 320 high school students in Tehran who were selected by cluster sampling and responded to Afrooz marital satisfaction scale (2016), Popularity of parent’s scale (Afrooz, 2012), Spiritual vitality scale (Afrooz, 2014) and Self-Worth Scale (Crocker and et al, 2003). To evaluate the proposed model, structural equation modeling was used using AMOS software version 24 and SPSS version 27. Results: The results of correlation coefficient showed that there was a positive and significant relationship between marital satisfaction and parental popularity with dimensions of spiritual vitality and self-worthiness (P< 0.05). Findings indicate that the proposed model fits the data appropriately. Also, 80% of the variance of self-worth is explained by marital satisfaction, parental popularity and spiritual vitality. In other words, couple's satisfaction and parental popularity directly and indirectly through spiritual vitality have a positive effect on students' self-worth. Couple's satisfaction and parental affection are associated with higher adolescents' self-worthiness. Conclusion: The data were cross-sectional, so the direction of the effects could not be confirmed, but the findings support the idea that couple's satisfaction and parental popularity in children increase adolescent's vitality and self-worthiness. [ABSTRACT FROM AUTHOR]

Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality academic programming for their children. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Developmental Social Work is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article introduces a culturally inclusive research methodology distinct from other qualitative methodologies in its emphasis on multiple rounds of iterative data collection, member checking and co-construction of research language, design and analysis. It describes the co-design of a culturally inclusive conceptual model, data collection process and data analysis approach as an inside researcher. Culturally inclusive nuance is critical where education concepts emanating from the global north are rightly problematised by learners from the global south. More specifically, there is a well-researched gap in identification and support for gifted low SES students who tend to represent non-dominant cultures. This methodology supports culturally responsive language, narratives and approach to meaning-making around the highly contested conceptions of giftedness in low SES environs. It has proven to facilitate examination of shared experiences within a loose community setting in a qualitative research context. This article offers an introduction to the evolving methodology and the co-design process by which it came to exist for any researchers seeking a decolonising framework. It illustrates the value of the methodology in creating safe spaces for reflection and learning. Critically, from an educative perspective, it demonstrates how the methodology actively supports participants' meaning making about their own identity and the multiple ways in which they reveal facets of their identity in various contexts of life, family, work and education, through adolescence to young adulthood. [ABSTRACT FROM AUTHOR]

The emergence of self‐regulation during the preschool years is due, in part, to children's development of cognitive resources that can regulate their behavior. However, there is little direct evidence that age influences the extent to which young children's strategies involve such resources. We investigated age differences in the extent that young children's strategies imply cognitive resources. A sample of 154 children (77 girls; M age 45.15 months, range 30–60 months) and mothers from middle‐class families (M income = $89,541) in a small mid‐Atlantic American city (94.2% White). They participated in a 9‐min delayed reward task in which mothers told children they must wait to open a gift; children were reminded every 3 min. The latency, frequency, and average duration of the extent to which children's strategies implied cognitive resources were examined in relation to task time and age. In line with Kopp's framework, results from multilevel models indicated older preschool‐age children engaged strategies implying higher‐level cognitive resources more quickly and frequently, but not longer than younger children. Regardless of age, children engaged cognitive resources more quickly, more often, and longer in the first 3 min of the task than later in the task, suggesting that such engagement was not sustained. The findings are discussed in terms of both the emergence and complexities of regulatory strategy development. [ABSTRACT FROM AUTHOR]

Drawing on the bioecological theory developed by Bronfenbrenner, the researchers of this study examined four environmental systems—microsystem, mesosystem, exosystem, and macrosystem—for gifted children in Israel as perceived by their parents, focusing on a comparison between rural and central contexts. The rural context comprises peripheral areas that are located in distant areas and characterized by small settlements. The central context refers to settlements that are located in the center of the country, characterized by large urban municipalities. The researchers developed a questionnaire that was taken by 284 Israeli parents of gifted students. Results indicated that parents perceived the macrosystem as less contributory to the development of gifted students in rural areas. Parents in rural areas also believed the governance system was less supportive of the needs of gifted students and offered fewer practical and educational and learning resources. The microsystem, in contrast, was seen as contributory in rural areas: Community, friends, and home/family were significantly stronger in the rural context. Thus, the contribution of the microsystem seems to balance the weaknesses or shortcomings of the macrosystem. This study identifies the best systems for gifted students in rural areas by highlighting the importance of the community while also pointing out the lack of support from government. [ABSTRACT FROM AUTHOR]

This article examines different philosophical theories of well-being, with a focus on perfectionism. It explores criticisms of perfectionism, such as its difficulty in accounting for subjective experiences and its lack of an adequate account of what is bad for us. The author proposes an alternative account of perfectionist badness, including moral and epistemic vice and impoverishment, drawing on elements of Aristotle's theory. The text also discusses virtues and vices in relation to rational and epistemic capacities, and explores the concept of robust prudential disvalue, which refers to the harm caused by the loss or waste of one's capacities. Overall, the article provides insights into the philosophical understanding of well-being and the factors that can diminish it. [Extracted from the article]

In France, many social representations refer to gifted children who describe them as hypersensitive, curious, and creative. Although sometimes inaccurate, these representations can be conveyed in media intended for children and contribute to an erroneous transmission of characteristics of children with particularities. The objective of this study was to identify the social representations of gifted characters in French children's literature. For this, we used a coding grid to analyze a corpus of 23 French books. The grid was designed based in the emotional and creative characteristics and their associated behaviors. Results showed that the representations of the gifted characters in the books studied were stereotypical, particularly in terms of their emotional characteristics. Applications and perspectives for future studies are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Every human and non-human animal must make tradeoffs in investments in terms of time, energy, and resources. The aim of this study was to extrapolate from the types of investments in survival and reproduction that non-human animals make and translate these into human motivations. 16 potential goals were presented to 851 childless, 18–23-year-old adults from 11 world regions in an online study. Each young adult was asked to weight the importance of every goal to his or her ideal life. Weights had to sum to 100, requiring tradeoffs. Results revealed striking agreement across young adults with only four goals weighted above chance: Finding a beloved romantic partner, being physically and emotionally healthy, and earning money or resources. Having lots of sexual partners was the least important goal across all world regions for both sexes. Nevertheless, men more than women valued having many sexual partners, being talented outside work, being physically strong, and having a physically attractive romantic partner. Overall, there was cultural variation in some of the less important goals. Helping young adults achieve success requires understanding their own goals, rather than focusing on popularized depictions of what young adults desire. [ABSTRACT FROM AUTHOR]

The debate over whether intellectual giftedness acts as a protective or a risk factor for various socioemotional difficulties has persisted in gifted studies for almost a century, with two contrasting views of giftedness still coexisting in the literature. Our goal was to investigate if early adversity could contribute to reconcile these views, specifically by investigating if Early Adverse Experiences (ACEs) could account for some of the vulnerabilities (e.g., anxiety, daydreaming, heightened emotional reactivity) sometimes associated with intellectual giftedness (Intellectual Quotient, IQ ≥ 130). For that purpose, 245 intellectually gifted adults (Mage = 41.71, MIQ = 137.87) and 205 control adults (Mage = 33.36, MIQ = 116.11) were surveyed. Main results revealed comparable high rates of ACEs among both groups. Severe ACE exposure correlated with heightened anxiety (r = 0.23, p < 0.001) and absorption in thoughts (r = 0.26, p < 0.001). Heightened emotional reactivity was associated with the duration of exposure (r = 0.11, p < 0.05). Parental verbal abuse correlated with reduced scores in positive relationships with others (r = 0.12, p < 0.05) and purpose in life (r = 0.13, p < 0.05). Conversely, IQ was not associated with these difficulties, except for a small protective effect against absorption (r = − 0.10, p < 0.05). These findings suggest that ACEs contribute to distinguishing gifted adults who experience socioemotional issues. However, subthreshold Post-Traumatic Stress Disorder (PTSD) symptoms and the limited protective effect of IQ on this condition may have led to underestimating the clinical assessment of their early environment, and to conflate early adversity effects with intelligence-related traits. Despite limitations and some nuances in our results, this study was the first to assess maltreatment and neglect in gifted adults. By contributing to fill the gap between two historical views of giftedness, it may inform improved clinical practices with intellectually gifted adults while better understanding them. [ABSTRACT FROM AUTHOR]

This study aims to conduct validity and reliability analysis of the Emotion Regulation Scale for Children developed by Rydell et al. (2007) for gifted primary school students. It also aimed to investigate the differences among students' emotion regulation skills according to demographic variables such as gender, grade level, and the number of siblings. For this purpose, 501 gifted students (223 girls, 278 boys) attending primary school were reached. The ages of the students ranged between 7-11, and the mean age was 8.96. The study used the emotion Regulation Scale for Children and personal information form. The construct-concept validity of the scale was determined by confirmatory factor analysis, and its reliability was determined by calculating Cronbach's Alpha internal consistency coefficient. Findings yielded that the Emotion Regulation Scale for Children is a valid and reliable instrument that can be used with gifted primary school students. Another study result was that the emotion regulation skill levels of gifted students did not show a significant difference according to gender and the number of siblings but showed a low difference according to grade level. [ABSTRACT FROM AUTHOR]

Intellectual precocity in children poses unique challenges and opportunities for educational systems. This systematic review aims to comprehensively analyze intellectual precocity in children until 6 years old, including its definition, manifestations, and various educational programs for intellectually precocious learners. Following PRISMA guidelines, a comprehensive search of electronic databases was conducted. The study included 26 articles published between 2013 and 2023 that provided a conceptualization of precocity or giftedness, and/or focused on characteristics of precocity, and/or investigated educational programs for intellectually precocious children. The authors' conceptualizations of precocity varied, with some providing clear definitions based on a developmental view of precocity, while others merely mentioned the concept. Early indicators of superior traits have been observed in areas such as reading, math, problem-solving, and even in fields that have been traditionally disregarded, such as visual arts. Educational provisions varied widely, including approaches based on enrichment and project-based learning; however, interventions based on socioemotional elements are also highlighted. The findings emphasize the importance of early identification and targeted educational strategies to support the unique needs of intellectually precocious individuals. Future research should focus on longitudinal studies and the development of evidence-based interventions. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate the causal relationship between trait emotional intelligence and creative self-efficacy in gifted children and to explore the cross-temporal mediating role of self-concept between these two variables. A total of 177 gifted children aged 10–13 years (M = 11.29, SD = 0.68) were selected from an experimental class of gifted children in a middle school. The results showed that (1) the trait emotional intelligence and creative self-efficacy of gifted children decreased with age and that (2) trait emotional intelligence at time 1 (T1) positively and significantly predicted creative self-efficacy at time 2 (T2). The Self-Description Questionnaire was added at the second follow-up, which revealed that (3) T2 non-academic self-concept fully mediated the relationship between T1 trait emotional intelligence and T2 creative self-efficacy. This study revealed a lasting positive effect of trait emotional intelligence on the development of creative self-efficacy in gifted children. Additionally, trait emotional intelligence was found to indirectly influence creative self-efficacy through non-academic self-concept. [ABSTRACT FROM AUTHOR]

This study examined the prevalence of the five forms of overexcitability in children ages 4–13 years who were previously identified as highly or profoundly gifted via a Wechsler Intelligence Scale for Children (WISC) score of 140+. The prevalence of overexcitabilities included an examination of the development and developmental potential according to Dabrowski's human development theory. The results of this study provided an estimate of the prevalence and distinct types of overexcitability among highly-profoundly gifted young people. These findings will aid the inclusive identification and support of highly-profoundly gifted children and adolescents and help curb historical misunderstanding, misidentification, and misdiagnosis. The mixed-methods study included 88 study participants (parents) from the United States and Belgium who completed the Overexcitabilities Questionnaire II, Adapted (OEQ II, Adapted), the Development and Family History Questionnaire, and a semi-structured interview. The most prevalent OE profile was all five forms of overexcitability—emotional, intellectual, imaginational, psychomotor, and sensual—exhibited a lot of the time or most of the time. Nearly all (99%) of the highly-profoundly gifted children expressed combinations of three or more higher-level overexcitabilities including emotional, intellectual, and imaginational. A holistic assessment of overexcitabilities and giftedness by a professional trained in profound giftedness is warranted for unidentified children and adolescents with behaviors and development similar to the identified highly-profoundly gifted children examined in this study. To aid in the inclusive, early identification of giftedness and highly-profoundly gifted children, universal screening is recommended for all children entering kindergarten. [ABSTRACT FROM AUTHOR]

An under-explored issue in teacher education is the active documentation of pedagogical usage after initial training and practice implementation have been completed. In this phenomenological study, the researcher contacted previous graduate students who earned a teaching-endorsement credential for working with Gifted/Talented learners to explore the application of a pedagogical method developed specifically to shift from teacher-directed to student-engaged pedagogy. Common impediments to pedagogical change are described and discussed. Participants did overcome impediments, changing their pedagogical approach from teacher-directed to student-engaged approaches over time. Each shared their particular circumstances for needing to change their teaching approach. But in all instances, student performance and outcomes drove and supported the continued expansion of the change process. Future empirical work in teacher development and in-service pedagogical change based on results is suggested to further this line of inquiry. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Arts & Social Sciences (JASS) is the property of Sultan Qaboos University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Creating inclusive and supportive environments in science, technology, engineering, and mathematics (STEM) educational settings are important tools for countering racially hostile academic spaces and attracting and retaining talented Black and African American students. STEM faculty and other university members may display Black Lives Matter and similar signs of solidarity to express their support for Black students. However, how Black students perceive such signs is unknown. On the one hand, the identity safety cue literature suggests such signs relate to increased comfort and a sense of belonging among individuals from minoritized groups. On the other hand, some contemporary perspectives toward Black Lives Matter and other signs of solidarity have been criticized for lacking substance and impact. Given the extant literature's omission of Black students' perspectives about signs of solidarity, the current study employed semi‐structured interviews and qualitative analytic methods to solicit and analyze the perspectives of 12 Black STEM graduate students. The findings revealed a general preference for some signs over others, as well as nuanced perspectives toward each sign of solidarity. Implications for STEM researchers and faculty who aspire to support Black students are discussed. Further, recommendations for adopting an informed ally approach are provided. [ABSTRACT FROM AUTHOR]

Richard J. Abbott, a prominent researcher in plant evolutionary biology, passed away in 2024. He was known for his work on plant hybridization, mating system evolution, speciation, and phylogeography, with a particular focus on British and European Senecio. Abbott had a long and successful career, publishing over 200 articles and supervising 20 PhD students. His research on speciation in Senecio was particularly notable, as it demonstrated that new species often go extinct before they can be formally recognized. Abbott was highly respected by his colleagues and will be greatly missed in the scientific community. This text is a collection of personal reflections and tributes from colleagues and collaborators of Richard Abbott, a respected scientist in the field of plant evolution and systematics. The authors discuss their experiences working with Richard, highlighting his mentorship, collaborative nature, and contributions to the field. They also mention specific research projects and collaborations that Richard was involved in, including joint projects with researchers in China. The text concludes with a recognition of Richard's scientific achievements and condolences to his family. [Extracted from the article]

Background: Families of gifted students may have poorer well-being due to difficulties in parenting. Emotional intelligence could help parents manage negative emotions and improve their self-esteem, and perceived social support and stress could mediate this relationship. The objective of this study was to analyze these variables by testing a mediation model in parents of gifted children and parents in general. Method: Questionnaires assessing emotional intelligence, stress, perceived social support, affect and self-esteem were administered to 245 parents (135 had gifted children). Descriptive analyses were performed, mean differences were calculated, and structural equation models (SEMs) were developed and tested. Results: Compared with parents in general, the parents of the gifted students reported more negative experiences (Cohen's d = 0.75; p < .01) and less social support from their friends (Cohen's d = 1.54; p < .01). Social support and stress partially mediated the relationship between emotional intelligence and wellbeing. For parents of gifted students, there was partial mediation of social support through positive affect. Conclusions: Providing families with tools to promote their emotional intelligence and conducting awareness campaigns focused on understanding and supporting gifted groups will contribute to parents' well-being. [ABSTRACT FROM AUTHOR]

Recognizing civil unrest linked to systemic institutional inequity and gentrification of urban centers, this study examined access to, equity in, and missingness from gifted education of Black youth. With more than 80% of Black youth educated in cities and suburbs, underrepresentation in gifted programs plague urban centers. Examination of OCR Data by Title I School status revealed 45% fewer Black students identified in Title I Schools. Additionally, in every state and school locale, Black youth were underidentified on average by 50%. In 2016, 276,840 Black students were identified as gifted, with as many as 771,728 (73.60%) missing from identification. [ABSTRACT FROM AUTHOR]

Mothers of multi-exceptional (ME) learners are instrumental in their children's success. In this phenomenological study, five mothers of ME Jordanian learners between the ages of 12 and 18 were interviewed over 3 months to identify their needs and understand their lived experiences. The interviews were thematically analyzed and identified diverse needs for information, support services, and financial resources. Some challenges occurred daily and included stigmatization of many characteristics and identification procedures of ME learners. The findings are significant for practitioners and workers in the field of education of special and gifted children to improve services for ME learners and their families. It is particularly significant for Jordan as it is a previously unexplored area in the subdiscipline of giftedness in education. [ABSTRACT FROM AUTHOR]

This study provided an innovative analysis of placement into gifted educational programs among children of immigrants. Leveraging the immigration module of the 2014 Survey of Income and Program Participation (SIPP), we constructed a novel measure of parents' nativity and immigration statuses. Connecting research on gifted education and immigration, our study examined factors associated with the gifted placement of children of immigrants, such as a child's demographics, parental and family characteristics, and, most notably, parents' nativity and immigration statuses. We found disproportionate representation of children of immigrants in gifted and talented programs, whereby children from families with higher-than-average incomes, White and Asian children, were overrepresented, and Hispanic children were underrepresented. Our findings also showed that children in families with two foreign-born parents had lower odds of gifted placement than children of one foreign-born and one US-born parent (mixed-nativity parents). Among the two foreign-born parent families, we found variations in children's gifted placement across different parental immigration status compositions, specifically between those with two naturalized parents versus other children of immigrants. Moreover, our gender heterogeneity test showed that girls have higher odds of gifted placement than boys, which was opposite to what was previously known in the gifted education literature and suggests differential parental attention on children's education in immigrant families. Highlights: This study explored various individual, parental, and family factors associated with gifted placement among children of immigrants. The novel contribution of this study was to test whether parents' nativity and immigration status predicted a child's gifted placement. Our findings suggest that parents' nativity and immigration statuses were significantly associated with a child's gifted placement, in which children of mixed-nativity couples (one foreign-born and one U.S.-born parent) were most likely to be placed in a gifted program. We also confirmed the existence of the "disproportional representation" in gifted programs among children of immigrants. Other determinants of gifted placement among children of immigrants included the child's age and gender, the parents' years of education, and the number of children in the family. Our extended analyses also uncovered complicated relationships between these determinants and the child's gifted placement. Educational policymakers are encouraged to be aware of the diverse family backgrounds of children of immigrants when making decisions on gifted identification and curricula to be inclusive of this small yet increasing school-aged population. [ABSTRACT FROM AUTHOR]