Gifted and typically developing children exhibit some differences in their developmental processes. This study compares the friendship relationships, psychological well-being, and social problem-solving skills of these two groups. The participants included 526 primary school children, comprising 241 gifted and 285 typically developing children. Data were collected using scales that measured friendship, psychological well-being, and social problem-solving skills and analyzed using the Mann-Whitney U test. The results showed a significant difference in friendship scores, favoring typically developing children. Conversely, a significant difference in social problem-solving skills was found in favor of gifted children. No statistically significant difference was observed between the groups in terms of psychological well-being. These findings contribute to the growing body of research on gifted and typically developing children.
Twice-exceptional learners exhibit both giftedness and disabilities, creating unique learning needs that have been increasingly studied in the gifted education field. Therefore, the goal of this systematic review was to synthesize research on twice-exceptionality, exploring participant demographics, identification and assessment practices, the masking effect, and study purposes. Findings revealed considerable demographic variability, as race/ethnicity and gender generally aligned with U.S. population distributions when adjusted for sample size. Most participants were identified as twice-exceptional by their schools rather than medical/psychological providers, with intelligence tests being the primary method for identifying giftedness. Although 60% of the studies discussed the masking effect, only 7% described how their identification procedures accounted for this effect. Most studies ( n = 80%) described twice-exceptional learner characteristics and assessment options, whereas only 15% explored interventions. This review highlighted the need for future research to move beyond twice-exceptional characterization and toward practical strategies that support twice-exceptional students in educational settings.
This study examines the relationship between preschool teacher candidates' perceptions of metacognitive skills and their perceptions of gifted education. A predictive correlational research design was used to identify relationships between variables and predict their influence. The sample comprised 185 preschool teacher candidates, selected through purposive sampling. Data were collected using the Perception Scale of Gifted Education, the Perceived Metacognitive Skills Scale, and a Personal Information Form developed by the researchers. Correlation, simple linear regression, and multiple linear regression analyses were conducted to predict the dependent variables. The results indicate that evaluation, organization, and planning skills collectively account for 27% of the variance in perceptions of gifted education. These findings highlight the importance of metacognitive skills in shaping teacher candidates' understanding of gifted education, emphasizing the need for targeted teacher training in this area.
Despite increased recognition of gifted students' diverse cognitive and motivational characteristics, research has overlooked the assessment of intragroup differences. This study aimed to identify profiles of self-regulatory learning skills among gifted students, to identify individual and contextual variables associated with profiles, and to examine the association between profiles and indicators of achievement and learning engagement in these learners. Data were collected from 287 adolescents enrolled in an educational enrichment program targeting gifted students in Grades 6-12. Profiles were identified using three indicators: effort regulation, critical thinking, and metacognitive self-regulation. Four distinct profiles of self-regulated learning were identified using latent profile analysis: high, medium-high, effortful, and low self-regulated learners. School socioeconomic vulnerability was associated with a significantly higher probability of belonging to the low rather than the high self-regulated profile. The high self-regulated profile was associated with more engagement and better results in the enrichment program.
In this research, the direct and indirect (via the satisfaction of the basic psychological needs for autonomy, relatedness, and competence) associations of positive youth development (PYD) with science engagement dimensions were examined among 281 gifted primary school students in Hong Kong (M age 8.42; 54% females). Using structural equation modeling, PYD was found to be indirectly associated with more science engagement and its selected dimensions (i.e., behavioral and emotional engagement) via its association with greater perceived satisfaction of the basic needs for autonomy, relatedness, and competence. No direct effects were found between PYD and science engagement. Creating opportunities to foster gifted students' positive characteristics could promote involvement in academic activities in science.
This study investigates the attitudes of Spanish higher education faculty toward gifted students. A total of 1,298 university faculty from arts, social sciences, health sciences, sciences, and engineering answered an adapted version of a questionnaire that focuses on people's opinions about the gifted and their education. Quantitative analysis used parametric and nonparametric tests and multivariate regression models to identify patterns in attitudes toward giftedness. Results revealed that individuals who suspected their giftedness scored significantly higher across all measured dimensions, suggesting a potential confirmation bias. Gender emerged as a key factor, with women, particularly those with personal connections to giftedness, exhibiting a heightened sensitivity to the needs of gifted students. Faculty training and experience with gifted students improved overall attitudes but did not significantly influence the acceptance of grouping and acceleration practices, indicating gaps in training programs. These findings highlight the need for more effective faculty training initiatives and university policies to better support gifted students.
Little is known about the academic motivation of twice-exceptional students, although it represents a protective factor for academic success. Guided by Self-Determination Theory, this study investigated academic motivation among gifted-only and twice-exceptional students with Attention Deficit/Hyperactivity Disorder (ADHD) or a specific learning disorder (SLD), considering parent and student perspectives as well as student gender. Participants were 214 Canadian parents (M age = 41.09; 93.50% mothers) of gifted-only and twice-exceptional elementary school students, and 103 of those students (M age = 9.50; 62.10% boys) who completed online questionnaires. Twice-exceptional students reported lower levels of intrinsic motivation, integrated regulation, and self-efficacy than gifted-only students. Twice-exceptional girls showed higher levels of intrinsic motivation and identified regulation and lower levels of amotivation than twice-exceptional boys. These findings highlight the presence of a gender-masking effect on academic motivation among twice-exceptional students with ADHD or SLD, emphasizing the necessity of examining academic motivation through a gender-specific perspective within this population.
Research highlights teacher autonomy as crucial for the intellectual growth of gifted students, as well as the inherent strains that accompany the fulfillment of such unique needs. Yet, the intersection of autonomy and strain in the education of the gifted remains underdeveloped. This study addresses this gap by exploring the lived experiences of six mathematics teachers through a phenomenological design, using semi-structured in-depth interviews. The study found five key areas where specific facets of autonomy and strain appeared in tandem: display of mathematical gifts, pedagogical adjustments, curricular attunements, gifted skill development, and capacity building efforts. Our findings suggest that these two phenomena coexist and form a symbiotic connection, potentially driving innovation, fostering professional growth, and enhancing the educational experience for gifted learners. We discuss that effective instruction for this distinct group of learners demands adeptly balancing the empowerment derived from autonomy with the strategic management of strains.
This exploratory study investigated commonly relied-upon admissions data points to see if factors, such as graduation and early college entrance program GPA, predicted academic success. Data from nearly 800 students admitted over 11 years to a state-supported residential early college entrance program located at a large Southern university in the United States were utilized for this study. Logistic regression failed to yield a model that could accurately predict whether a student would graduate from the program. Multiple regression models showed that high school GPA and ACT scores were predictive of performance and that factors like locality and ethnicity can have predictive power as well. However, the low variance in performance explained by the variables included in this study demonstrates that commonly relied-upon admissions data only provide limited information about a student's likelihood of success in an early college entrance program.
Gifted children may underachieve in various subjects, putting them at risk of dropping out of school. Several factors can influence both achievement and underachievement. In the understanding of these children’s success or difficulties at school, teacher–student and parent–child relationships should be considered. The objective of this article is to document the level of performance and underachievement of 71 gifted children ages 6 to 12 and to assess the contribution of both type of relationships. Results indicate that gifted children demonstrate overall good academic results, yet an appreciable proportion exhibit underachievement. Autonomy in school tasks is a significant factor enhancing children performance. Therefore, educators are encouraged to facilitate their autonomy within the classroom and during learning activities. Although the parent–child relationship is not linked to performance or underachievement, it is nevertheless important to pursue the study of this variable, given its influence on learning and academic success.
This qualitative study explored parents' perceptions of the social and emotional characteristics of their young highly and profoundly gifted (HG/PG) children during early elementary school. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6 - 8 through semi-structured interviews. Data were analyzed using thematic analysis and generated two overarching themes addressing the research question: "How do parents describe their young HG/PG child's social-emotional characteristics?" The first theme, social-emotional complexity and intensity, encompassed advanced mental age, heightened autonomy, and strong emotional intensity, including existential worries and emotional sensitivity. Sub-themes included children's drive for intellectual engagement and their preferences for friendships based on shared interests. The second theme, nurturing needs in early elementary school, highlighted behavioral and health challenges such as sleep disturbances, emotional regulation difficulties, and signs of anxiety. These findings underscore the complex, nuanced experiences of HG/PG children and their families. Implications include the need for parent outreach, professional learning for counselors and educators, and individualized social-emotional supports in school and home environments. Findings from this study may help other parents and caregivers who suspect their child may be intellectually precocious by providing insights about social-emotional development and affective characteristics.
We report on a qualitative study about the presence and role of insider knowledge in the lives of talented adolescents. Several themes emerged from the interviews: career aspirations of the participants; sources of knowledge about colleges and choosing a college; sources of knowledge about STEM careers; anticipated challenges; required skill sets; and types of support needed to address challenges. Participants received college guidance from school counselors and used the Internet as a primary source for STEM-related activities and information. Participants formed their ideas on what life is like for a STEM professional based on people they knew, TV shows, and social media, with more realistic notions acquired by students with a family member in STEM. Commonly experienced and anticipated challenges were competition in school and in college admissions. Time management was identified as a necessary skill, and the most frequently cited support needed was guidance with respect to career paths.
This study examined the role of psychosocial perceptions in predicting academic engagement in a sample of 254 gifted adolescents. Three hierarchical linear regressions were performed to examine if, and to what extent, gifted students' psychosocial perceptions (i.e., hope, academic self-efficacy, academic self-concept, academic motivation, and school belonging) predict their academic (i.e., behavioral, emotional, and intellectual) engagement. After controlling for demographics and previous achievement, psychosocial perceptions accounted for a meaningful amount of variance (i.e., 17.2% to 62.9%) of academic engagement. In general, academic motivation and academic self-efficacy were the most important predictors. These findings indicate that gifted students with certain psychosocial perceptions are more likely to holistically engage with their academic program, and as a result, are more likely to develop their academic talents. These results shed light on psychosocial perceptions as an important part of the academic talent development process for gifted students and have implications for gifted education.
This study examined characteristics of 458 Grade 10 students who earned a Bachelor of Science degree in computer science while completing their secondary school studies. Cluster analysis of SAT-M and Raven Progressive Matrices Test scores identified four distinct groups: G-EM: generally gifted, excelling in mathematics; AG-AEM: averagely gifted, average mathematical excellence; AG-NEM: averagely gifted, non-excelling in mathematics; NG-AEM: not generally gifted, average mathematical excellence. The G-EM group demonstrated significantly higher general and mathematical creativity compared to all other groups. Post-hoc analysis revealed cluster-dependent and task-dependent correlations between measured criteria. Results suggest creativity levels could serve as an effective criterion for program enrollment decisions.
In this second-order scoping review-that is, a broad overview of research on a particular topic, identifying key concepts and evidence gaps-we (a) provide an overview of robust (and semi-robust) findings in giftedness and talent research and (b) identify areas where giftedness and talent research has not yet produced robust (and semi-robust) findings. Of the 23 meta-analyses published between 2000 and 2023 that were identified using our search terms, 17 were categorized as robust and six as semi-robust. The most frequently considered outcome variables were achievement, cognitive processing, socioemotional factors, traits, and identification. Further topics included interventions' effects and group differences, particularly regarding groups underrepresented in gifted education. The findings are summarized in a condensed list. The lack of standard definitions and operationalizations of crucial terms is particularly critical. We suggest that further meta-research should be used to identify robust findings on giftedness.
This research explored the impact of online parenting programs and guidance on mothers' sense of competency in supporting their twice-exceptional (2e) children. Trained professionals in strength-based assessment conducted two independent studies. Study A involved 8 mothers with 2e children aged seven to ten with ADHD and gifted tendencies, while Study B included 9 homeschooling mothers of 2e children aged 8 to 14. Although both studies provided similar interventions, distinct characteristics arose due to the studies' unique design and expertise of the facilitators. The parenting program was relatively short, lasting approximately 300-330 minutes over 3 and 6 weeks, respectively, allowing parents to implement and discuss strength-based strategies with facilitators. Mothers completed the Parenting Sense of Competency Scale before and after the program to assess their competency levels. Study B also collected qualitative feedback, revealing an improvement in mothers' sense of competency and positive experiences. Although both interventions increased self-reported sense of competency, the amount varied between the studies. Suggestions and implications are discussed.
This scoping review reflects on the extant research on parents of the gifted following the last critique of the literature offered by Jolly and Matthews in 2012. The method for the search followed the PRISMA-Scr protocol utilizing the SPIDER framework. Articles fell into two main themes of parental awareness and parental actions in the inductive content analysis. Using the a priori focus areas from the Jolly and Matthews article on the second-round content analysis, articles aligned with the five focus areas: examining attitudes and expectations of nontraditional families, studying the full range of satisfaction with school programming, investigating alignment of parental understanding of terms with researchers, determining how parental understandings translate into behaviors, and reviewing relationship dynamics that contribute to underachievement. There was insufficient evidence for a COVID-19 impact on publications. Findings reflect the importance of including international literature and lay the groundwork for a robust mixed-methods synthesis.
This longitudinal study assessed the career aspirations and ultimate careers of 28 academically talented American girls across three time periods: Time 1 (7th/8th grade), Time 2 (11th/12th grade), and Time 3 (current study, 21 years post-Time 1). Two decades after the initial study, these participants are all in their 30s, identify as female, and were primarily employed. The women answered a battery of survey questions, and the data were analyzed through both qualitative and quantitative methods. Results clustered around three primary themes: their careers, children, and specific influences on their ultimate academic and career trajectories. Although the participants generally adhered to their early career interests, they elaborated on circumstances contributing to their success, which included parental influences on their early academic aspirations. This study offers educational and career development counseling recommendations while emphasizing the enduring impact of early career guidance and the influential role of key figures in fostering academic and vocational success.
Research suggests that gifted students benefit when their classroom teachers hold distinct dispositions regarding giftedness. However, most general education teachers have had little exposure to targeted dispositional development related to gifted learners, meaning their dispositions may be influenced by many different factors. In this phenomenological qualitative study, we interviewed eight teachers from diverse state and district contexts to (a) understand in-service teachers’ commonly held dispositions regarding giftedness and (b) locate the ecological systems and interactions that inform the development of their dispositions. We found that interviewed teachers held mostly hindering beliefs and commitments in relation to gifted students. Their dispositions were most informed by their immediate environments (i.e., the microsystem, mesosystem, and exosystem), suggesting interventions targeted at those systems (e.g., articulated training on advanced pedagogies and social-emotional needs, access to gifted specialists and premade advanced learning materials, and changes to accountability incentives) can support more supportive dispositions toward gifted students.
