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The relations of social competence and mental well-being by perception of giftedness in gifted students High Ability Studies (IF 1.563) Pub Date : 2024-01-26 Kwang Surk Jung
The purpose of this study is to analyze the relations between social competence and mental well-being through perceptions of giftedness in gifted and general students. Data are collected from 359 g...
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Is it time to retire ‘talent’ from discussions of athlete development? High Ability Studies (IF 1.563) Pub Date : 2023-12-21 Joseph Baker, Kathryn Johnston, Kevin Till
The word “talent” is used across many sport disciplines – to describe an athlete’s prowess (i.e. “he is talented”), as a term for what is sought after during assessment and selection (i.e. talent s...
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Exploring mental representations of prospective teachers about gifted education using associative group analysis High Ability Studies (IF 1.563) Pub Date : 2023-11-17 Urška Žerak, Mojca Juriševič
Teachers’ mental representations significantly shape their attitudes and guide their professional behavior. This study focuses on identifying prospective teachers’ mental representations of gifted ...
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College students with high abilities in liberal arts disciplines: Examining the effect of spirituality in bolstering self-regulated learning, affect balance, peer relationships, and well-being High Ability Studies (IF 1.563) Pub Date : 2023-11-13 Samta P Pandya
This article reports a study on the impact of online spiritual lessons in improving self-regulation, emotion regulation, affect balance, peer relations, and well-being of high-ability college stude...
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Gifted profiles of hope: Being hopeful is associated with a talent development psychosocial profile in gifted students High Ability Studies (IF 1.563) Pub Date : 2023-05-09 Dante D. Dixson, Leah Jansen, Ersie-Anastasia Gentzis, Frank C. Worrell
ABSTRACT In this study, the relationship between clusters of hope and a psychosocial profile of academic talent development is examined in a sample of 466 academically gifted adolescents. First, cluster analysis is leveraged to examine whether interpretable three- and four-cluster hope solutions can be found in the sample. Second, differences among a group of psychosocial variables that predict academic
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First steps toward assessing talent-support systems on a country level High Ability Studies (IF 1.563) Pub Date : 2023-05-02 Albert Ziegler, Heidrun Stoeger
ABSTRACT A growing number of countries has a strong interest in assessing the quality of their talent-support systems. We propose combining two relevant conceptual frameworks – hemerotopes and the learning and educational capital approach – to better achieve this end. Hemerotopes provide qualitative categories for assessing the degree to which countries have transformed environments to support talent
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Teacher-student relationships and engagement of high-ability students: An exploration from the perspective of the academic risk hypothesis High Ability Studies (IF 1.563) Pub Date : 2023-03-15 Nina Steenberghs, Jeroen Lavrijsen, Karine Verschueren
Teachers are key guidance figures in the lives of high-ability students. By building and maintaining close relationships with their students, teachers may heavily affect the socioemotional developm...
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Patterns of high ability and underrepresented students’ subject-specific psychosocial strengths: A latent profile analysis High Ability Studies (IF 1.563) Pub Date : 2023-02-09 Duhita Mahatmya, S. Assouline, M. Foley-Nicpon, S. R. Ali, D. McGinnis, A. Teriba
Students underrepresented in traditional school-based gifted and talented programs require innovative programs that help them to identify their domain-specific talent and psychosocial strengths. Th...
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Quantitative text analysis in gifted and talented research High Ability Studies (IF 1.563) Pub Date : 2023-01-23 Daniel Patrick Balestrini, Heidrun Stoeger, Albert Ziegler
The authors introduce readers to quantitative text analysis and its potential for analyzing text-based nonreactive measures as a means of broadening the evidential basis within research on giftedne...
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Domain-specific abilities and characteristics: Evolving central components of the talent development megamodel High Ability Studies (IF 1.563) Pub Date : 2022-10-29 Paula Olszewski-Kubilius, Rena Subotnik, Frank Worrell
Talent development addresses important components and stages of domain trajectories from childhood through adulthood, with the goal of providing opportunities for achieving creative productivity fo...
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A comparative study of teachers’ beliefs about gifted students’ leadership talent High Ability Studies (IF 1.563) Pub Date : 2022-06-19 Seon-Young Lee, Michael Matthews, Jae Yup Jung, Jinwoo Kim, Hyesung Park
ABSTRACT Despite the likely relevance of socio-cultural context, very few studies have examined the influence of cultural values on teachers’ perceptions of gifted students’ leadership development. This study chose three nations representing collectivistic to individualistic contexts and compared how 478 teachers from these countries (South Korea = 176, 36.8%, Australia = 169, 35.4%, U.S. = 133, 27
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The Saudi gifted educational and learning environment: Parents and student perspectives High Ability Studies (IF 1.563) Pub Date : 2022-05-13 Saad M. Alamer, Shane N. Phillipson, Sivanes Phillipson, Abdullah I. Al Fafi
ABSTRACT Despite a history dating from 1969, the current status of the Saudi gifted education environment is yet to be fully determined. Saudi gifted students and their parents were asked to complete Saudi-language versions of the Family Educational and Learning Capitals Questionnaire and the Student Educational and Learning Capitals Questionnaire to assess participant perceptions of the availability
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Personality profiles of gifted adolescents and relations with life satisfaction, perceived social support, and academic achievement High Ability Studies (IF 1.563) Pub Date : 2022-04-23 Sakhavat Mammadov
ABSTRACT The person-centered typological approach to personality enables researchers to explore configurations of traits within individuals (i.e., personality types), and the ways these types are related to specific outcomes. The objectives of the present study were twofold: (1) to explore personality types or profiles among the sample of gifted adolescents, and (2) to examine the associations of these
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Outlanders: Loneliness experience of gifted girls High Ability Studies (IF 1.563) Pub Date : 2022-04-20 Naciye Ece Unal, Ugur Sak
ABSTRACT The purpose of this qualitative research was to explore how gifted girls perceived and coped with loneliness and the relationship between loneliness and giftedness from their perspectives. Participants were four middle-school gifted girls. A loneliness scale was used to select gifted students with a high level of loneliness experience. In-depth semi-structured interviews were conducted with
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Multidisciplinary perspectives and field strengthening questions for gifted education research High Ability Studies (IF 1.563) Pub Date : 2022-04-12 Jonathan Wai, Keri M. Guilbault
ABSTRACT Considers multidisciplinary perspectives as a lens through which to view gifted education research. In the spirit of scholars who have also sought to ask field strengthening questions to help improve scientific advance, we address four questions and encourage other scholars from all disciplines to ask their own questions: 1. What if the field is much larger than we think it is? 2. What if
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The influence of intelligence and sex on interpersonal skills and executive functions in children High Ability Studies (IF 1.563) Pub Date : 2022-01-31 M. Mar Gómez-Pérez, M. Dolores Calero
ABSTRACT Interpersonal Skills (ISs) and Executive Functions (EFs) are two groups of skills which are extremely relevant for children’s cognitive, social and psychological development. As well as being interrelated, both can be modulated by other variables such as intelligence or sex. Many studies have tried to establish the relationship between them, but no definitive conclusions have been made to
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Relative age effects in international rugby union: Consequences of changing the cutoff date and exploring youth to senior transitions High Ability Studies (IF 1.563) Pub Date : 2021-11-14 Adam L. Kelly, Daniel T. Jackson, Donald Barrell, Kate Burke, Joseph Baker
ABSTRACT Relative age effects (RAEs) are independent of specific cutoff dates that can vary from country to country. However, the consequences of changing the selection cutoff dates within a national sport organization are unknown. Further, the transition from international youth to senior representation is yet to be explored in rugby union. Thus, the aims of this article were twofold: Study 1 compared
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Personality differences in gifted versus non-gifted individuals: A three-level meta-analysis High Ability Studies (IF 1.563) Pub Date : 2021-11-07 Uzeyir Ogurlu, Adnan Özbey
ABSTRACT Some research has investigated the big five personality dimensions among gifted individuals, but these individual studies have provided inconclusive results. The current meta-analysis examined the nature of the relationship between the big five dimensions and giftedness among individuals. Hedge’s unbiased g was used as the effect size metric, and a 3-level multilevel meta-analytic approach
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Physical activity and self-concept in gifted students: A comparison with non-gifted students High Ability Studies (IF 1.563) Pub Date : 2021-10-04 Álvaro Infantes-Paniagua, Ascensión Palomares Ruiz, Juan Gregorio Fernández-Bustos, Onofre Ricardo Contreras Jordán
ABSTRACT Physical activity plays an important role in individuals’ physical and psychological health. However, there is scarce evidence on how physical activity is associated with socioemotional aspects in gifted students. This is of special importance since previous research showed that gifted students scored significantly lower on physical self-concept when compared with their non-gifted peers. This
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A 16-week rugby training program improves power and change of direction speed in talented girls High Ability Studies (IF 1.563) Pub Date : 2021-09-07 Camila Borges Müller, Rousseau Silva da Veiga, Amanda Franco da Silva, Eurico Nestor Wilhelm, Luís Miguel Teixeira Vaz, Gabriel Gustavo Bergmann, Eraldo dos Santos Pinheiro
ABSTRACT Rugby Sevens has been extensively investigated in elite athletes, but talented teenagers require more attention from sports development researchers. This study aimed to investigate a 16-week intervention of rugby training on physical performance in talented girls. Fifteen girls (14.00 ± 0.53 years, 156.27 ± 4.03 cm, 52.53 ± 5.67 kg) selected as physically talented for rugby to participate
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Scientific research trends in gifted individuals with autism spectrum disorder: A Bibliographic Scattering Analysis (1998-2020) High Ability Studies (IF 1.563) Pub Date : 2021-07-05 Tainyi (Ted) Luor, Anies Al-Hroub, Hsi-Peng Lu, Tsui Yuan Chang
ABSTRACT This study used the bibliographic scattering analysis to explore the scientific publications trends on gifted individuals with autism spectrum disorders (ASD) over the past 23 years. The study examined the applicability and appropriateness of Bradford’s and Lotka’s laws of scattering to measure the impact factors of journals, institutions, countries, researchers, and personal publications
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Can judo experience, somatic maturation, growth and physical capacities discriminate young judo athletes from different competitive levels? High Ability Studies (IF 1.563) Pub Date : 2021-04-15 Daniele Detanico, Rafael L. Kons, Raul Canestri, Maicon Albuquerque
ABSTRACT This study aimed to analyze whether judo experience, somatic maturation, growth, and physical capacities discriminate young judo athletes from different competitive levels (state and national). Sixty-six young male judo athletes (36 from state and 30 from national level) participated in this study, divided from the annual competitive season. The assessments were performed in two stages separated
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Western Approaches for the identification and development of talent in schools and sports contexts from 2009 to 2019 - a literature review High Ability Studies (IF 1.563) Pub Date : 2021-03-31 Irene R. Faber, Lena Sloot, Lianne Hoogeveen, Marije T. Elferink-Gemser, Jörg Schorer
ABSTRACT This literature review provides an overview of the various modern approaches in talent programs for the context of schools and sports reported in scientific journals (2009–2019) and presents their similarities and differences and options for cross-pollination between contexts. This is a first attempt to overarch contexts regarding talent identification and development. Searches in 12 databases
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Examining the influence of multiple performance characteristics on selection into a representative team in field hockey High Ability Studies (IF 1.563) Pub Date : 2021-02-26 Ewout A. Timmerman, Geert J.P. Savelsbergh, Damian Farrow
ABSTRACT The aim of this study was to determine what kind of performance characteristics distinguish between different skill levels at different development stages in field hockey using a multi-dimensional testing battery. A total of 100 players identified as “talented” (51.0% girls) and 105 recreational level players (41.0% girls) divided over three age groups (U13/U15/U18) performed anthropometric
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Editorial High Ability Studies (IF 1.563) Pub Date : 2020-12-02 Alejandro Veas
(2020). Editorial. High Ability Studies: Vol. 31, No. 2, pp. 129-131.
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Current status and future prospects of Saudi gifted education: A macro-systemic perspective High Ability Studies (IF 1.563) Pub Date : 2020-12-20 Saad M. Alamer, Shane N. Phillipson
ABSTRACT Gifted education in the Kingdom of Saudi Arabia has developed significantly since its tentative beginnings in 1969. Increasingly, however, there are concerns that gifted education is not meeting its objectives. Based on the Ziegler-Balestrini-Stoegerian framework, we evaluate Saudi gifted education from a macro-systemic perspective, including the identification of the ten important exogenous
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The perception of creative classroom climate in elementary school students: Comparison between regular and enriched visual art classes High Ability Studies (IF 1.563) Pub Date : 2020-12-06 Nina Licul, Mojca Juriševič
ABSTRACT Creative classroom climate has an impact on the development of gifted students, but there is still not enough empirical evidence to support this hypothesis. The purpose of this study was to examine how elementary school students, aged 11 to 14 years, experience a creative environment in different educational settings. Specifically, the aim of the study was twofold: (1) to compare gifted students’
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Concordance between giftedness assessments by teachers, parents, peers and the self-assessment using multiple intelligences High Ability Studies (IF 1.563) Pub Date : 2020-10-09 Sanja Milic, Vlado Simeunovic
ABSTRACT Assessing giftedness is one of the inevitable processes in the identification of gifted schoolchildren which involves all the actors included in the direct contact with schoolchildren. Since the assessments are regarded as a subjective opinion of the assessor, our aim is to determine the level of certainty that we can take into account when assessing giftedness identification. In relation
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Gifted students’ perceptions about leadership and leadership development High Ability Studies (IF 1.563) Pub Date : 2020-09-24 Seon-Young Lee, Michael Matthews, Eunjoo Boo, Yun-Kyoung Kim
ABSTRACT Although leadership is widely considered an aspect of giftedness, few studies have examined gifted students’ beliefs regarding their own leadership abilities and their potential to become leaders. We developed a survey and administered it to a cross-cultural sample of 440 gifted and 303 non-identified secondary age participants to elicit their perceptions regarding good leaders and leadership
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More confusion about deliberate practice? Not really High Ability Studies (IF 1.563) Pub Date : 2020-07-24 Scott D. Miller, Mark A. Hubble, Daryl Chow, Bruce E. Wampold
ABSTRACT In recent years, Macnamara, and associates Hambrick and Oswald, conducted and published studies which purportedly showed deliberate practice (hereafter, DP) exerts less powerful main effects than believed and popularized in the press, public discourse and professional circles. Their central purpose seemed to be one of correcting a misperception, as they surmised – the role practice plays in
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High ability studies High Ability Studies (IF 1.563) Pub Date : 2020-07-05 Alejandro Veas
(2020). High ability studies. High Ability Studies: Vol. 31, No. 1, pp. 1-3.
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Educational Resources And Gender Norms: An examination of the Actiotope Model of Giftedness and social gender norms on achievement High Ability Studies (IF 1.563) Pub Date : 2020-06-01 Kate Lafferty, Shane N. Phillipson, Shane Costello
ABSTRACT The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence
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Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis High Ability Studies (IF 1.563) Pub Date : 2020-05-27 Ahmed M. Abdulla Alabbasi, Alaa Eldin A. Ayoub, Albert Ziegler
ABSTRACT This Meta-Analysis investigated the relationship between emotional intelligence (EI) and giftedness. The study focused on whether gifted learners possessed higher levels of EI when compared with their non-gifted peers. Furthermore, it sought to determine if gifted males and gifted females differed in their EI abilities. A search of published and unpublished studies in English and Arabic from
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High-achieving rural middle-school students’ academic self-efficacy and attributions in relationship to gender High Ability Studies (IF 1.563) Pub Date : 2020-04-01 Susan G. Assouline, Duhita Mahatmya, Lori Ihrig, Erin Lane
ABSTRACT This research investigates high-achieving, rural middle-school students’ academic attributions and self-efficacy. The study sample (n = 77) included middle-school students attending schools in rural districts in a predominately rural, Midwestern state in the United States (U.S.). There was high participation in the Free and Reduced Lunch (FRL) program in the sample (average of 45.1% among
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An ecological model of suicidal behavior among students with gifts and talents High Ability Studies (IF 1.563) Pub Date : 2020-02-29 Tracy L. Cross, Jennifer Riedl Cross
ABSTRACT Some students with gifts and talents (SWGT) are among the thousands of youths who die by suicide every year, although there is no way to know how many. Research indicates they are not more likely to engage in suicidal behaviors than other students. They do have unique risk and protective factors, however. Risk factors can accumulate to outweigh protective factors, causing a downward trajectory
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“Don’t worry—be happy”: The sad state of happiness research in gifted students High Ability Studies (IF 1.563) Pub Date : 2020-02-27 Moshe Zeidner
ABSTRACT Achieving happiness is considered to be a high value goal in modern society, associated with manifold positive outcomes. Much of the literature on gifted students focuses on cognitive outcomes, with a paucity of research on positive psychological constructs. The major goal of this paper is to examine the empirical evidence bearing on the happiness of gifted students when compared to their
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Readiness for career affordances in high-level football: Two case studies in Portugal High Ability Studies (IF 1.563) Pub Date : 2020-02-16 Hugo Sarmento, Duarte Araújo
ABSTRACT This study investigates the factors driving football players with identical training experience and genetics to have dramatically different career paths. We studied two paired cases from a pool of 32 talented U-20 players who were twice World Champions. The first paired case is a set of monozygotic twins that played football for exactly the same period of time yet only one of them was selected
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Fluid intelligence, trait emotional intelligence and academic performance in children with different intellectual levels High Ability Studies (IF 1.563) Pub Date : 2019-11-26 Danfeng Li, Jiannong Shi
ABSTRACT This study examined the effects of fluid intelligence and trait emotional intelligence (trait EI) on academic performance in primary school-aged intellectually gifted and average children (8–11 years of age). One hundred and four average children and eighty gifted children were administered a Raven’s Standard Progressive Matrices and a Trait Emotional Intelligence Questionnaire-Child Form
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The predictors of attitudes toward acceleration as an educational intervention: Primary school teachers in Mexico High Ability Studies (IF 1.563) Pub Date : 2019-11-20 Paloma Palacios Gonzalez, Jae Yup Jung
ABSTRACT This study investigated the predictors of attitudes toward acceleration as an educational intervention among primary school teachers in Mexico. For this purpose, data collected from a survey completed by 246 primary school teachers residing in two states of Mexico were analyzed using confirmatory factor analysis and multiple regression analysis. The findings indicated that school administrative
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Statement of Removal High Ability Studies (IF 1.563) Pub Date : 2019-11-08
Statement of Removal We, the Editor and Publishers of High Ability Studies, have removed the following article: Miller, Scott, Chow, Daryl, Wampold, Bruce, Hubble, Mark, “You say tomatoe, I say tomawto”: The importance of deliberate practice for improved performance, High Ability Studies, 30:1-2, 2019, https://doi.org/10.1080/13598139.2019.1652542. The above article has been removed as it is an earlier
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Self-regulated learning in research with gifted learners High Ability Studies (IF 1.563) Pub Date : 2019-11-08 Philip H. Winne
ABSTRACT This special issue presents a sample of modern work on self-regulated learning (SRL) among high ability and gifted students. It includes diverse views about the construct per se, and gifted students’ and their teachers’ accounts about SRL and factors they believe moderate it. Zeidner and Stroeger (this issue) set the stage with a sketch of an extensive literature about SRL that has deep roots
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Self-regulated learning in gifted, talented, and high-achieving learners High Ability Studies (IF 1.563) Pub Date : 2019-11-08 Heidrun Stoeger, Moshe Zeidner
(2019). Self-regulated learning in gifted, talented, and high-achieving learners. High Ability Studies: Vol. 30, Self-regulated Learning in Gifted, Talented, and High-achieving Learners, pp. 1-8.
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More confusion about deliberate practice: commentary on Miller et al. (2018) High Ability Studies (IF 1.563) Pub Date : 2019-09-23 David Z. Hambrick, Brooke N. Macnamara
(2019). More confusion about deliberate practice: commentary on Miller et al. (2018) High Ability Studies: Vol. 30, Self-regulated Learning in Gifted, Talented, and High-achieving Learners, pp. 291-294.
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A rationale for including overexcitability in talent research beyond the FFM-personality dimensions High Ability Studies (IF 1.563) Pub Date : 2019-09-19 Niki De Bondt, Sven De Maeyer, Vincent Donche, Peter Van Petegem
ABSTRACT The aim of this study is to provide – first theoretically and, subsequently, through an empirical analysis – a rationale for including the concept of overexcitability in talent research, beyond the five-factor model personality traits. Moreover, the empirical part of this study makes use of an innovative statistical method to address the problem of a frequentist approach to statistics in complex
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A glimpse inside the lives of the academically talented: What merit scholars and their parents reveal High Ability Studies (IF 1.563) Pub Date : 2019-09-09 Kenneth A. Kiewra, Brittany A. Rom
ABSTRACT To gain a deep and integrative understanding of the conditions associated with academic talent development, a cross-case qualitative study was conducted wherein six National Merit Scholars and their parents were interviewed. Findings from each case study pertaining to home, school, and personal conditions were revealed. Cross-case analysis revealed that the Scholars were raised in enriched
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The potential of misdiagnosis of high IQ youth by practicing mental health professionals: A mixed methods study High Ability Studies (IF 1.563) Pub Date : 2019-09-09 James C. Bishop, Anne N. Rinn
ABSTRACT The difficulty of distinguishing between genuine disorder and characteristics that can be attributed to high IQ increases the likelihood of diagnostic error by mental health practitioners. This mixed methods study explores the possibility of misdiagnosis of high IQ youth by mental health professionals. Participants were private practice mental health professionals (n = 330) who were presented
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A Nonagonal Framework of Regulation in Talent Development (NFRTD) High Ability Studies (IF 1.563) Pub Date : 2019-05-07 Albert Ziegler, Heidrun Stoeger
ABSTRACT Regulatory processes are pervasive on many levels in talent development, yet neither a systematic analysis of their role in talent development let alone a comprehensive model have been presented to date. The aim of this article is to demonstrate the diversity and complexity of regulatory processes in talent development and to provide a conceptual framework. The proposed nonagonal framework
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Psychological constructions of learning potential and a systemic approach to the development of excellence High Ability Studies (IF 1.563) Pub Date : 2019-04-27 Jiri Mudrak, Katerina Zabrodska, Katerina Machovcova
ABSTRACT In this article, we introduce a systemic framework for the development of learning potential to professional excellence inspired by the Actiotope model of giftedness. First, we critically reflect on three theoretical approaches representing different psychological constructions of learning potential. We label these approaches theories of giftedness, theories of practice, and theories of motivation
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Psychological profiles among high ability undergraduate students High Ability Studies (IF 1.563) Pub Date : 2019-04-25 Anne N. Rinn, Kathryn L. Soles, Sarah Ferguson, Kendal N. Smith
ABSTRACT The purpose of this study was to examine the psychological constructs of personality, academic self-concept, and perfectionism using latent profile analysis in order to explore the notion of an undergraduate honors student typology. A sample (N = 357) of average ability and high ability undergraduates completed measures of personality, academic self-concept, perfectionism, and demographic
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The state and development of research in the field of gifted education over 60 years: A bibliometric study of four gifted education journals (1957–2017) High Ability Studies (IF 1.563) Pub Date : 2019-04-05 Daniel Hernández-Torrano, Aliya Kuzhabekova
ABSTRACT The field of gifted education emerged in 1920s. Since that time, it has evolved from an emerging research area to a relatively mature field with regular regional and international conferences and key journals publishing main theoretical developments and empirical explorations in the field. This descriptive bibliometric study examines the state and development of international research on gifted
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The interaction between within-year and between-year effects across ages in elite table tennis in international and national contexts – A further exploration of relative age effects in sports High Ability Studies (IF 1.563) Pub Date : 2019-03-24 Irene R. Faber, Meihan Liu, Valérian Cece, Ren Jie, Guillaume Martinent, Jörg Schorer, Marije T. Elferink-Gemser
ABSTRACT Although relative age effects in sports have been studied worldwide, the underlying mechanisms are still under debate. This study adds to the existing knowledge by providing a further exploration of the within-year and between-year effects and their possible interaction in an individual skill/technique based sport: table tennis. Data of male and female elite players across ages (U15, U18,
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Predicting psychiatric symptoms by personality types for gifted students High Ability Studies (IF 1.563) Pub Date : 2019-03-17 Seon-Young Lee, Donggun An, Seung-Urn Choe
ABSTRACT This study examined if personality types of gifted students predicted their psychiatric symptoms and if the type of giftedness and gender moderated the relationship between the personality and psychiatric manifestations. The Murphy-Meisgeir Type Indicator for Children and the Minnesota Multiphasic Personality Inventory-Adolescent were used to measure the personality types and psychiatric symptoms
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Educational and learning capital as predictors of general intelligence and scholastic achievements High Ability Studies (IF 1.563) Pub Date : 2019-03-17 Nurit Paz-Baruch
ABSTRACT The actiotope model of giftedness (AMG) highlights the interactions between the individual and the environment. Educational and learning capital (ELC) are essential resources that promote the development of excellence. The study objectives were to examine the contribution of educational capital (EC), learning capital (LC), and general intelligence (GI) to scholastic achievements (SA) of school
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Self-Regulated Learning (SRL): A guide for the perplexed High Ability Studies (IF 1.563) Pub Date : 2019-03-14 Moshe Zeidner, Heidrun Stoeger
ABSTRACT This introductory paper to the special issue of High Ability Studies aims to provide a “guide for the perplexed” relating to self-regulated learning (SRL) theory, research, and applications. We begin by defining SRL and its key cyclical stages and criterial attributes. We move on to discuss a number of motivational and meta-motivational constructs supporting SRL. We then briefly present a
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Self-regulated learning: Current fissures, challenges, and directions for future research High Ability Studies (IF 1.563) Pub Date : 2019-03-07 Moshe Zeidner
ABSTRACT In this closing chapter and commentary to the special issue of High Ability Studies focusing on self-regulated learning (SRL) in gifted, high ability, and talented students, I delineate a number of promising challenges and directions for future theory, methodology, research, and applications in the domain of self-regulated learning. I focus on students, in general, and gifted/high ability/talented
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A situated perspective on self-regulated learning from a person-by-context perspective High Ability Studies (IF 1.563) Pub Date : 2019-02-22 Adar Ben-Eliyahu
ABSTRACT The situated nature of self-regulated learning (SRL) was investigated across two studies with gifted students. In Study 1, profile-centered analyses of academic cognitive-behavioral SRL revealed three groups of gifted undergraduate students (N=149): high regulated, regulated, and behaviorally dysregulated. In comparing gifted group profiles with typically achieving students, findings suggest
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Training preparatory mathematics students to be high ability self-regulators: Comparative and case-study analyses of impact on learning behavior and achievement High Ability Studies (IF 1.563) Pub Date : 2019-02-06 Chyna J. Miller, Matthew L. Bernacki
ABSTRACT The ability to self-regulate learning (SRL) is a skill theorized to transfer across learning environments. Students with this ability can consider a learning task, identify a goal, develop a plan to achieve it, execute that plan, and monitor and adapt learning until the goal is met. This paper examines the educational implications of developing the SRL expertise of high and typical-ability
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An identity systems perspective on high ability in self-regulated learning High Ability Studies (IF 1.563) Pub Date : 2019-01-25 Avi Kaplan, Amanda Neuber, Joanna K. Garner
ABSTRACT In this paper, we consider the theoretical implications of having high ability and being labeled as highly able to engagement in self-regulated learning. We frame this theoretical explication with the Dynamic Systems Model of Role Identity (DSMRI). The DSMRI depicts self-regulated learning as emerging from a complex dynamic system that integrates content knowledge and strategic knowledge with
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Challenging students with high abilities in inclusive math and science classrooms High Ability Studies (IF 1.563) Pub Date : 2019-01-21 Suzanne Freedberg, Rhonda Bondie, Akane Zusho, Courtney Allison
ABSTRACT The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers (N = 58): (1) perceived high-ability learners as self-regulated learners
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Exploring obstacles faced by gifted minority students through Bronfenbrenner’s bioecological systems theory High Ability Studies (IF 1.563) Pub Date : 2019-01-21 Brittany F. Crawford, Kate E. Snyder, Jill L. Adelson
ABSTRACT For the past several decades, issues such as underrepresentation of racial/ethnic minority students in gifted programming, as well as the widening of the existing achievement gap between specific minority and majority groups have persisted. The majority of gifted education researchers studying underrepresentation in gifted programming focus on consequences resulting from a single setting in