The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach, and its design was grounded within the exploratory type. The GCIS is a self-report scale to identify the four characteristics of giftedness including contextual, intellectual, creative, and social giftedness. A total of 1176 elementary and middle school students were sampled for the study. The students were in grades and aged between 12 and 16 years. Most of the participants were 65% female; and 35% male. The data collected was analyzed using exploratory factor analysis. The findings established a relatively high-reliability Cronbach alpha coefficient of 89.7%. No statistical difference was found between the Kazakh and Russian languages of instruction, based on the gifted characteristics of the participants. Emphasis was placed on the fact that the GCIS was a reliable tool to identify giftedness among schoolchildren in Kazakhstan, but much future work is needed to determine its validity.

中文翻译：

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哈萨克斯坦学童资优特征识别

识别和认可有天赋的在校儿童的需要仍然是哈萨克斯坦共和国政府关注的问题。这种担忧促使本研究调查哈萨克斯坦学童使用的天赋特征识别量表（GCIS）的内部结构。探索性定量研究方法，其设计基于探索性类型。GCIS 是一种自我报告量表，用于识别天赋的四个特征，包括情境天赋、智力天赋、创造力天赋和社交天赋。本次研究共抽取了1176名中小学生。这些学生的年级和年龄在 12 至 16 岁之间。大多数参与者为女性，占 65%；35% 为男性。使用探索性因素分析对收集的数据进行分析。研究结果建立了相对较高可靠性的 Cronbach α 系数，为 89.7%。根据参与者的天赋特征，哈萨克语和俄语教学之间没有发现统计差异。重点强调了这样一个事实：GCIS 是识别哈萨克斯坦学童天赋的可靠工具，但未来还需要开展大量工作来确定其有效性。