The nexus between the attitudes and self-concepts of gifted students in an Arab context.

BACKGROUND: The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen's theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates. METHODS: The revised Self-Perception Profile for Children and Opinions About the Gifted and Their Education scales were used to collect data from 150 high school students in Abu Dhabi, one of seven states (emirates) in the United Arab Emirates. AMOS software version 29 was used to conduct confirmatory factor and path analyses. To evaluate the differences between the background variables on attitudes and self-concepts, t-tests were calculated using SPSS software version 28. RESULTS: The study found a relationship between the attitudes and self-concepts of students regarding their participation in enrichment programs. The hypothesized moderation effect of demographic variables on the relationship between attitudes and self-concepts was not supported. CONCLUSION: The study's limitations and implications for educators in the United Arab Emirates to prioritize programs geared toward developing the attitudes and self-concepts of gifted students are discussed in detail.

Unraveling symptom interplay: a network analysis of procrastination in gifted students.

BACKGROUND: This study explores the intricate web of symptoms experienced by academically gifted high school students, focusing on procrastination, rumination, perfectionism, and cognitive flexibility. The well-being of these gifted adolescents remains a pivotal concern, and understanding the dynamics of these symptoms is vital. METHODS: A diverse sample of 207 academically gifted high school students from Mashhad, Iran, participated in this study. Using convenience sampling, participants from grades 10, 11, and 12 were included, with detailed assessments conducted through questionnaires measuring the mentioned symptoms. RESULTS: Our network analysis uncovers compelling insights into the interplay of these symptoms: Procrastination, though moderately central, exerts significant influence within the network, underscoring its relevance. Cognitive flexibility, while centrally positioned, curiously exhibits a negative influence, potentially serving as a protective factor. Negative perfectionism emerges as the keystone symptom, with both high centrality and a positive influence. Rumination displays substantial centrality and a positive influence, indicating its role in symptom exacerbation. Positive perfectionism, moderately central, lacks direct influence on other symptoms. CONCLUSION: This network analysis provides a nuanced understanding of the relationships among procrastination, rumination, perfectionism, and cognitive flexibility in academically gifted adolescents. Negative perfectionism and cognitive flexibility emerge as critical factors deserving attention in interventions aimed at enhancing the well-being of this unique group. Further research should explore causal relationships to refine targeted interventions.

Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child.

In this systematic narrative review, we synthesised the small existing body of research on children who are gifted and dyslexic (G-D) in order to investigate the claim that G-D students have a unique profile, characterised by well-masked word-level reading and spelling difficulties. Our focus was on both the cognitive and academic profiles of this subgroup of twice-exceptional (2e) children and the assessment protocols used to identify them. Findings suggest that despite having processing deficits associated with dyslexia, G-D students' gifted strengths, especially those relating to oral language, may enable them to compensate for their reading difficulties, at least to an extent that they fail to meet standard diagnostic criteria. However, G-D students also perform poorly on word-level reading, reading fluency and spelling tasks when compared with both control groups and their gifted, non-dyslexic peers, providing clear evidence of impaired achievement. Findings from this review highlight the need for (a) a more nuanced approach to the assessment of students presenting with highly discrepant profiles and (b) future research into both the cognitive and academic profiles and the instructional needs of this highly able yet poorly understood group of students, whose potential may be masked and thus underestimated in the school setting.

From gifted to high potential and twice exceptional: A state-of-the-art meta-review.

Despite the abundant literature on intelligence and high potential individuals, there is still a lack of international consensus on the terminology and clinical characteristics associated to this population. It has been argued that unstandardized use of diagnosis tools and research methods make comparisons and interpretations of scientific and epidemiological evidence difficult in this field. If multiple cognitive and psychological models have attempted to explain the mechanisms underlying high potentiality, there is a need to confront new scientific evidence with the old, to uproot a global understanding of what constitutes the neurocognitive profile of high-potential in gifted individuals. Another particularly relevant aspect of applied research on high potentiality concerns the challenges faced by individuals referred to as "twice exceptional" in the field of education and in their socio-affective life. Some individuals have demonstrated high forms of intelligence together with learning, affective or neurodevelopmental disorders posing the question as to whether compensating or exacerbating psycho-cognitive mechanisms might underlie their observed behavior. Elucidating same will prove relevant to questions concerning the possible need for differential diagnosis tools, specialized educational and clinical support. A meta-review of the latest findings from neuroscience to developmental psychology, might help in the conception and reviewing of intervention strategies.

Integrated assessment of children's cognitive and creative abilities: psychometric studies / Avaliação integrada das habilidades cognitivas e criativas de crianças: estudos psicométricos / Evaluación integrada de las habilidades cognitivas y creativas de los niños

It is essential that intelligence assessment be integrated with creativity, although no instruments in Brazil do so. This research investigated the item difficulty and validity and reliability of the Bateria de Avaliação Intelectual e Criativa Infantil (BAICI) to address this gap. The first sample consisted of 612 children (54% M) aged 7 to 12 years, and the second sample consisted of 377 students (56% M), some of whom (N = 164) were already identified as exhibiting high skills/giftedness. Item analysis indicated the need to adjust the BAICI items. The results of a MANCOVA indicated that the BAICI exhibits evidence of validity with external variables because the group of gifted children was significantly distinguished from the group of students attending regular schools on tests of vocabulary, speed, logical thinking, and creativity. The study concludes that the BAICI has psychometric qualities that can be used in the psychological assessment of children. (AU)

É essencial que a avaliação da inteligência seja integrada com a criatividade embora não existam instrumentos no país para essa finalidade. Esta pesquisa investigou a dificuldade dos itens e as evidências de validade e precisão da Bateria de Avaliação Intelectual e Criativa Infantil (BAICI) para oferecer uma avaliação mais completa do potencial infantil. A primeira amostra foi composta por 612 crianças (54% M), idade sete a 12 anos e a segunda de 377 estudantes (56% M), uma parte (N = 164) já identificadas com altas habilidades/superdotação. A análise pela TRI indicou a necessidade de ajuste de itens da BAICI. Os resultados pela MANCOVA indicaram que a BAICI possui evidências de validade com variáveis externas, pois o grupo de crianças superdotadas se distinguiu significativamente de estudantes de escolas regulares nos testes de vocabulário, rapidez, pensamento lógico e criatividade. Conclui-se que a BAICI possui qualidades psicométricas para ser utilizada na avaliação psicológica infantil. (AU)

Es fundamental que la evaluación de la inteligencia se integre con la creatividad, aunque en el país no existen instrumentos para este fin. Esta investigación analizó las evidencias de validez y precisión de la Batería de Evaluación Intelectual y Creativa Infantil (BAICI) para proporcionar una evaluación más completa del potencial de los niños. La primera muestra estuvo compuesta por 612 niños (54% M), de 7 a 12 años, a su vez, la segunda por 377 estudiantes (56% M), una parte (N = 164) ya identificada con altas habilidades/superdotación. El análisis de la TRI indicó la necesidad de ajustar los ítems de la BAICI. Los resultados de MANCOVA indicaron que BAICI tiene evidencias de validez con variables externas, ya que el grupo de niños superdotados se distinguió significativamente de niños de escuelas regulares en las pruebas de vocabulario, velocidad, pensamiento lógico y creatividad. Se concluye que la BAICI tiene cualidades psicométricas para ser utilizada en la evaluación psicológica infantil. (AU)

Exploring the link between Turkish gifted children's perceptions of the gifted label and emotional intelligence competencies.

The present study attempts to explore the relation between Turkish gifted children's perceptions of the gifted label and their emotional intelligence competencies. We included 122 gifted children in this correlational study in the 2018-2019 academic year and collected the data using the Perceptions of Gifted Label Scale (PGLS) and the Emotional Intelligence Competencies Scale (EICS). In the analysis, we utilized descriptive statistics and calculated Pearson's correlation coefficients between the variables. The mean age of the children was 11.5 years, and there was an equal number of girls and boys. The findings revealed that the children got almost average scores on all subscales of the PGLS. The results uncovered that self-perception of the gifted label was significantly correlated with friends' and parents' perceptions of the gifted label [r = 0.380, p < .01]. We found a significant negative relationship between the PGLS self-perception and the EICS self-consciousness. To put it more clearly, as having increased self-consciousness, they are likely to have decreased perception of being labeled decreases. . Our findings also seem noteworthy in suggesting a helpful conceptual framework for designing therapeutic interventions for gifted children, who are often considered more sensitive to social-emotional issues.

Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review.

OBJECTIVE: The term intellectually gifted (IG) refers to children of high intelligence, which is classically measured by the intelligence quotient (IQ). Some researchers assume that the cognitive profiles of these children are characterized by both strengths and weaknesses, compared with those of their typically developing (TD) peers of average IQ. The aim of the present systematic review was to verify this assumption, by compiling data from empirical studies of cognitive functions (language, motor skills, visuospatial processing, memory, attention and executive functions, social and emotional cognition) and academic performances. METHOD: The literature search yielded 658 articles, 15 of which met the selection criteria taken from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model. We undertook a qualitative summary, to highlight any discrepancies between cognitive functions. RESULTS: IG children exhibited better skills than TD children in a number of domains, including attention, language, mathematics, verbal working memory, shifting, and social problem solving. However, the two groups had comparable skills in visuospatial processing, memory, planning, inhibition, and visual working memory, or facial recognition. CONCLUSION: Although IG children may have some strengths, many studies have failed to find differences between this population and their TD peers on many other cognitive measures. Just like any other children, they can display learning disabilities, which can be responsible for academic underachievement. Further studies are needed to better understand this heterogeneity. The present review provides pointers for overcoming methodological problems and opens up new avenues for giftedness research.

Sleep Characteristics and Socio-Emotional Functioning of Gifted Children.

OBJECTIVES/BACKGROUND: Intellectual giftedness is characterized by an intellectual development superior to peers, while emotional and relational developments correspond to the age norms. Few empirical researches have investigated sleep profile of gifted children (GC) and its association with their well-being, all of which used IQ as the sole definition criteria for GC. This study aimed to investigate the interaction between giftedness and sleep on socio-emotional functioning. PARTICIPANTS: The sample consisted of 32 GC (25 boys; mean age = 9.62, SD = 1.81) and 17 typically-developing children (TD: 13 boys; mean age = 10.23 years, SD = 1.95). Giftedness was identified using Renzulli's three-factor definition of giftedness. METHODS: Children's sleep and socio-emotional functioning were respectively assessed with the Children's Sleep Habits Questionnaire and the Child Behavior Checklist, both completed by parents. RESULTS: Being in the GC group increased by 4.67 times the risk of having sleep problems and 14.12 times the risk of having maladaptive behaviors. Two-way ANOVA tests showed that sleep problems tended to moderate the relation between giftedness and adjustment difficulties so that the combination of giftedness and sleep problems appeared to be prejudicial to socio-emotional functioning. CONCLUSION: Giftedness could be a risk factor for sleep disorders as well as adjustment difficulties. The present results support the importance of addressing sleep in the GC assessment to improve their well-being and eventually limit the negative impacts of sleep difficulties on emotional and behavioral functioning.

La creatividad en estudiantes con TDAH y altas capacidades / Creativity in students with ADHD and high capacities

El trastorno por déficit de atención e hiperactividad (TDAH) es una patología recurrente en el contexto escolar, la cual ha sido asociada a un bajo rendimiento académico y dificultades en la capacidad cognitiva. Sin embargo, en los últimos años, ha surgido un interés por estudiar otros factores que también parecen asociarse con este trastorno. Entre ellos, destacan la alta capacidad y la creatividad como componentes que en al-gunas ocasiones aparecen de forma conjunta con el TDAH. El objetivo de la presente revisión bibliográfica consiste en recopilar información teórica relacionada con la crea-tividad como factor que se articula con el TDAH y las altas capacidades. Para esto, se realizó la búsqueda de antecedentes investigativos, relacionados con esta temática en diferentes bases de datos, desde el año 2006 hasta el 2020. Los resultados de esta búsqueda indican que algunos de los niños con TDAH, presentan un coeficiente intelec-tual superior y un alto índice de creatividad, que puede verse alterado por los efectos del tratamiento farmacológico. Por ello, la mayoría de estas investigaciones sugiere la realización de otros estudios empíricos que soporten esta relación

Attention deficit hyperactivity disorder (ADHD) is a recurrent pathology in the school context, which has been associated with low academic performance and difficulties in cognitive ability. However, in recent years, there has been an interest in studying other factors that also seem to be associated with this disorder. Among them, high ability and creativity stand out as components that sometimes appear together with ADHD. The aim of this literature review is to compile theoretical information related to creativity as a factor that is articulated with ADHD and high abilities. For this purpose, a search of research background related to this topic was carried out in different databases, from 2006 to 2020. The results of this search indicate that some of the children with ADHD have a higher IQ and a high creativity index, which may be altered by the effects of pharmacological treatment. Therefore, most of these investigations suggest that further empirical studies should be carried out to support this relationship

Emotional development of gifted students: comparative study about overexcitabilities / Desenvolvimento emocional de alunos superdotados: estudo comparativo acerca das sobre-excitabilidades / Desarrollo emocional de estudiantes superdotados: estudio comparativo sobre las sobreexcitabilidades

The aim of this study was to compare gifted, with academic and artistic talent, and non-gifted students regarding overexcitability, as well as to investigate the perceptions of teachers from a specialized educational program for the gifted about their students' emotional development. The study included 150 students and six teachers. As instruments, we used participants characterization questionnaires, an overexcitability scale and a semi-structured interview script. Data were analyzed using inferential statistics and content analysis. The results indicated significant differences between gifted and non-gifted students in the patterns of intellectual and imaginative over-excitability, as well as a tendency for teachers to emotionally characterize gifted students with an emphasis on psychological disorders and weaknesses. To invest in educational strategies that use information derived from overexcitability patterns as facilitating tools for the learning process of the gifted can contribute to increasing student engagement at school, keeping them motivated. (AU)

O objetivo deste estudo foi comparar estudantes superdotados, com talento acadêmico e artístico, e não superdotados em relação às sobre-excitabilidades, bem como investigar a percepção de professores de um atendimento educacional especializado a alunos com altas habilidades/superdotação acerca do desenvolvimento emocional de seus estudantes. Participaram do estudo 150 discentes, além de seis professores. Como instrumentos foram utilizados questionários de caracterização dos participantes, escala de sobre-excitabilidade e roteiro de entrevista semiestruturado. Os dados foram analisados mediante estatística inferencial e análise de conteúdo. Os resultados indicaram diferenças significativas entre estudantes superdotados e não superdotados nos padrões de sobre-excitabilidades intelectual e imaginativa, bem como uma tendência dos professores em caracterizar emocionalmente os alunos superdotados com ênfase em transtornos e fragilidades psicológicas. Investir em estratégias educacionais que utilizem informações decorrentes dos padrões de sobre-excitabilidade como instrumentos facilitadores do processo de aprendizagem dos superdotados pode contribuir para aumentar o envolvimento dos alunos na escola, mantendo-os motivados. (AU)

El objetivo de este estudio fue comparar estudiantes superdotados, con talento académico y artístico, y no-superdotados en relación con la sobreexcitabilidad, así como investigar la percepción de docentes de un servicio educativo especializado para superdotados sobre el desarrollo emocional de sus alumnos. El estudio incluyó a 150 estudiantes y seis profesores. Como instrumentos se utilizaron cuestionarios de caracterización de los participantes, una escala de sobreexcitabilidad y un guión de entrevista semiestructurada. Los datos se analizaron mediante estadística inferencial y análisis de contenido. Los resultados indicaron diferencias significativas entre los superdotados y no-superdotados en las sobreexcitabilidades intelectual e imaginativa, así como una tendencia de los profesores a caracterizar emocionalmente a los superdotados con énfasis en los trastornos psicológicos y las debilidades. Invertir en estrategias educativas que utilicen información derivada de la sobreexcitabilidad como herramientas facilitadoras del proceso de aprendizaje de los superdotados puede contribuir a aumentar la participación de los estudiantes en la escuela, manteniéndolos motivados. (AU)

Relationship between creativity and intelligence in regular students and giftedness students / Relação entre criatividade e inteligência em estudantes regulares e com altas habilidades/superdotação / Relación entre creatividad e inteligencia en estudiantes regulares y estudiantes superdotados

The present study sought to identify the relationship between creativity and intelligence in gifted students. The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative). (AU)

O presente estudo buscou identificar a relação entre criatividade e inteligência em alunos regulares e com altas habilidades/superdotação. A amostra foi composta por 966 participantes, com idades entre 7 e 17 anos, classificados em estudantes regulares (n = 867) e grupo critério (n = 99), subdivididos de acordo com a área de destaque: acadêmica (n = 66), criativa/artística (n = 33). A Bateria de Avaliação das Altas Habilidades/Superdotação foi aplicada envolvendo subtestes de avaliação do raciocínio (verbal, lógico, numérico e abstrato) e criatividade (verbal e figural). Os resultados indicaram que, no grupo controle, a relação entre o total em inteligência e os dois tipos de criatividade se mostraram significativas e positivas, sendo mais alta em relação à criatividade verbal. No grupo critério, somente a correlação entre o total de inteligência e criatividade verbal foi positiva e significativa. Diferenças na relação entre os construtos também foram encontradas de acordo com a área de identificação da superdotação (acadêmica e criativa). (AU)

El presente estudio buscó identificar la relación entre creatividad e inteligencia en estudiantes regulares y estudiantes superdotados. La muestra estuvo compuesta por 966 participantes, con edades entre 7 y 17 años, clasificados en estudiantes regulares (n = 867) y grupo criterio (n = 119), y subclasificados de acuerdo con el área de destaque: académico (n = 66) y creativo/artístico (n = 33). Se aplicó la Batería de Evaluación de la Superdotación con subpruebas para evaluar el razonamiento (verbal, lógico, numérico y abstracto) y la creatividad (verbal y figurativa). Los resultados indicaron diferentes relaciones de acuerdo con el grupo considerado. La relación entre el total en inteligencia y los dos tipos de creatividad se mostraron significativas y positivas en el grupo control, siendo mayor con relación a la creatividad verbal. En el grupo criterio, solo fue positiva y significativa la relación entre las puntuaciones totales de inteligencia y la creatividad verbal. También se encontraron diferencias en la relación entre los constructos según el área de identificación de superdotación (académica y creativa). (AU)

Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM-gifted adolescents and their peers.

BACKGROUND: Individual differences in personality, behavioural, and academic outcomes of gifted adolescents remain under-explored. AIMS: The present study directly compared selected and unselected adolescents on multiple measures of personality, behavioural strengths and difficulties, and achievement. SAMPLE: Nine hundred seventy-three adolescents selected for high performance in Science, Technology, Engineering, and Mathematical (STEM) fields (M = 15.23; SD = 1.11), and one thousand two hundred sixty-one unselected adolescents (M = 15.07; SD = 1.18) participated in the study. METHODS: Participants completed self-report measures that assess the Big Five, the Dark Triad, and Behavioural Strengths and Difficulties. Demographic information and academic achievement in Maths and Russian were also obtained. RESULTS: The observed differences in personality and behaviour traits between selected and unselected samples were negligible as measured by ANOVAs. The selected sample had on average slightly lower scores on conscientiousness, extraversion, agreeableness, openness to experience, and subclinical narcissism, partial Eta Squared (ES) = [.01 to .05]; slightly lower scores on prosocial behaviour; and slightly higher scores on internalizing and externalizing problems, ES = [.01 to .04]. The selected group also showed higher Year and Examination grades (ES = .05 and .23, respectively). However, MANOVA results showed larger differences between samples (ES = .15). CONCLUSION: Our results showed no pronounced differences between selected and unselected samples in any trait apart from examination performance. However, multivariate results suggest greater overall differences. These results suggest that high-achieving individuals may be characterized by specific combinations of personality and behavioural traits.

Indecisão e maturidade vocacional, autoeficácia e personalidade em adolescentes com e sem superdotação / Vocational and maturity indecision, self-efficacy, and personality in gifted and non-gifted adolescents / Indecisión y madurez vocacional, autoeficacia y personalidad en adolescentes superdotados y no superdotados

O objetivo deste estudo foi comparar as características sociodemográficas, nível de indecisão vocacional (EIV), autoeficácia geral percebida (EAGP), personalidade (BFP) e maturidade para a escolha profissional (EMEP) de adolescentes com e sem superdotação. A amostra foi composta por 31 adolescentes com idade média de 16,29 anos (DP = 1,21), 12 com superdotação e 19 sem superdotação. Os superdotados foram recrutados em um Núcleo Estadual de Altas Habilidades/Superdotação e os sem superdotação em uma escola particular. Os dois grupos de adolescentes responderam os mesmos instrumentos: ficha de dados sociodemográficos, EMEP, EIV, BFP e EAGP. Os sem superdotação apresentaram menores níveis de autoeficácia (EAGP) e maiores níveis de neuroticismo (BFP) e responsabilidade (EMEP). Já os adolescentes com superdotação obtiveram maiores níveis de realização (BFP), autoeficácia (EAGP), determinação (EMEP), extroversão e abertura (BFP) e autoconhecimento (EMEP). Os resultados contribuem para que orientadores profissionais e de carreira desenhem intervenções mais assertivas para adolescentes superdotados. (AU)

The aim of the study was to compare the sociodemographic characteristics, level of vocational indecision (EIV), perceived general self-efficacy (EAGP), personality (BFP) and maturity for professional choice (EMEP), of adolescents with and without giftedness. The sample consisted of 31 adolescents with a mean age of 16.29 years (SD = 1.21), 12 with giftedness and 19 without. The gifted students were recruited from a State Center for High Skills/Giftedness and the non-gifted students from a private school. The two groups of adolescents answered the same instruments, including a sociodemographic data form, the EMEP, EIV, BFP and EAGP. The non-gifted students presented lower levels of self-efficacy (EAGP) and higher levels of neuroticism (BFP) and responsibility (EMEP). The gifted adolescents presented higher levels of achievement (BFP), self-efficacy (EAGP), determination (EMEP), extraversion and openness (BFP), and self-knowledge (EMEP). The results can help professional and career counselors to design more assertive actions for gifted adolescents. (AU)

El objetivo del estudio fue comparar las características sociodemográficas, nivel de indecisión vocacional (EIV), autoeficacia general percibida (EAGP), personalidad (BFP) y madurez para la elección profesional (EMEP), de adolescentes con y sin superdotación. La muestra se compuso por 31 adolescentes con una edad media de 16,29 años (DS = 1,21), 12 con superdotación y 19 sin superdotación. Los superdotados fueron reclutados de un Centro Estatal de Altas Habilidades/Superdotación y aquellos sin superdotación de una escuela privada. Los dos grupos de adolescentes respondieron los mismos instrumentos: ficha sociodemográfica, EMEP, EIV, BFP y EAGP. Los niveles más bajos de autoeficacia (EAGP) y niveles más altos de neuroticismo (BFP) y responsabilidad (EMEP). Los adolescentes superdotados, por su parte, tenían niveles más altos de logro (BFP), autoeficacia (EAGP), determinación (EMEP), extraversión y apertura (BFP) y autoconocimiento (EMEP). Los resultados ayudan a los consejeros profesionales y de carrera a diseñar acciones más asertivas para los adolescentes superdotados. (AU)

Twice Exceptional Students: Gifts and Talents, the Performing Arts, and Juvenile Delinquency.

There is an increasing attention to the phenomenon referred to as "twice exceptional" ("2e") children, namely, children who demonstrate both exceptional abilities and disabilities. In this essay, this concept is applied to delinquency and/or emotional-behavior disorder and gifts (talents) in the performance arts, exploring the presence of this association and the support for it in the literature. The essay asserts that this association does exist, qualifies these youth as another category of 2e students, and calls for research on the manifestation, etiology, and development of this co-occurrence.

Differences in working memory between gifted or talented students and community samples: A meta-analysis.

BACKGROUND: Gifted and talented students have different functioning in some components of executive functions, such as working memory. This meta-analysis examines the differences between students with high abilities and with average intelligence in working memory. METHOD: A total of 17 articles with 33 different studies were analyzed. A random effects model was used, calculating the effect size with Hedges g. The moderating variables were analyzed using a meta-regression model for continuous variables and ANOVA for categorical variables. RESULTS: Results show an average effect size of g +=0.80 (95% CI: 0.621, 0.976) and high heterogeneity (Q(32)=196.966; <.001; I2 =83.754%). In the studies that measured verbal working memory, the effect size was g +=0.969 (95% CI: 0.697, 1.241) and heterogeneity I2 =83.416%. In those assessing visual working memory, g +=0.674 (95% CI: 0.443, 0.906) and the heterogeneity was 83.416%. The analysis of the moderating variables identified the way of measuring working memory as the only significant variable. CONCLUSIONS: There is a significant effect in favor of gifted and talented students in both verbal and visual working memory, with significant influence of the procedure used to measure working memory.

Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample.

The differential characteristics of gifted students can make them vulnerable to cyberbullying. There is very little empirical evidence about cyberbullying and giftedness. In the Spanish context, it is unexplored. The main goal of this work is to determine the prevalence of cyberbullying, its distribution in the different roles, and its relationship with other psychological variables. A cross-sectional study was performed with 255 gifted students (M = 11.88 years, SD = 2.28 years) in Spain (155 males, 60.8%). We used the cyberbullying test and the Spanish versions of the DASS-21, ISEL, KIDSCREEN-10, and the SWLS. The results indicate that 25.1% of the students are pure-cybervictims, 3.9% pure-cyberbullies, and 6.6% cyberbully-victims. Pure-cybervictims and cyberbully-victims present worse scores (p < 0.001) in health-related quality of life, depression, life satisfaction and stress than the uninvolved individuals. The results suggest that the gifted sample presents more cybervictimization and less cyberbullying than observed in other studies of the general population.

Is planning related to dynamic testing outcomes? Investigating the potential for learning of gifted and average-ability children.

This study investigated the potential of dynamic testing of geometric analogical reasoning in differentiating between the potential for learning of gifted and average-ability children (aged 9-10 years old). In doing so, it was analysed whether planning, a higher-order executive function, was related to outcomes of the dynamic test, and to instructional needs during training. Employing a pretest-training-post-test control group design, participants were split into four subgroups: gifted dynamic testing (n = 24), gifted control (n = 26), average-ability dynamic testing (n = 48) and average-ability control (n = 50). The results revealed that children who were dynamically tested progressed more in accuracy from pre-test to post-test than their peers who received practice opportunities only. Gifted children outperformed their average-ability peers in accuracy, but showed similar levels of improvement after training or practice only. Moreover, gifted children showed they needed fewer prompts during training than their average-ability peers. Planning was found to be related only to pre-test accuracy, and the number of prompts needed at the first training session, but not to post-test accuracy or the number of prompts needed at the second training session. In the discussion, educational implications of the findings were discussed.

Perfeccionismo y alta capacidad intelectual / Perfectionism and high intellectual capacity

El perfeccionismo es un constructo psicológico relacionado con la excelencia y una manifestaciónóptima de alta capacidad intelectual (ACI). El objetivo principal de este trabajo fue comparar las tipologías y dimensiones de perfeccionismo entre jóvenes de ACI y un grupo de comparación apareado por género y edad. Se seleccionaron 137 participantes con diagnóstico de ACI y un grupo de 137 de comparación apareado por género y edad. La media de edad fue de 11.77 años (DT = 1.99). Como herramientas se utilizaron la Almost Perfect Scale-Revised (APS-R) y la Escala de Perfeccionismo Positivo y Negativo 12 (PNPS-12). El análisis de conglomerados para la muestra total, identificó la presencia de tres agrupaciones de participantes (No perfeccionista, Perfeccionista no saludable/negativo, y Perfeccionista saludable/positivo). El grupo de ACI presentó una mayor prevalencia de perfeccionistas de tipo saludables y una menor prevalencia de perfeccionistas de tipo no saludable, en comparación con el grupo de alumnos sin diagnóstico de ACI. Cuando se compararon las puntuaciones medias de APS-R y PNPS-12 entre los grupos de ACI y grupo de comparación, se encontraron diferencias estadísticamente significativas en altos estándares, orden, discrepancia, perfeccionismo positivo y perfeccionismo negativo. En todos los casos el grupo de comparación presentó puntaciones medias mayores que el grupo de ACI. Estos resultados tienen implicaciones claras en la comprensión de la expresión fenotípica del perfeccionismo relacionado con la excelencia y la manifestación óptima del alto potencial intelectual.

Perfectionism is a psychological construct related o excellence and an optimal manifestation of high intellectual ability (HIA). The main goal of the present work was to compare types and dimensions of perfectionism in students with HIA and an age-gender matched comparison group. We selected 137 participants with diagnosis of HIA and a comparison group of 137 matched by gender and age. The mean age was 11.77 years (SD = 1.99). The Almost Perfect Scale-Revised (APS-R) and the Positive and Negative Perfectionism Scale-12 (PNPS-12) were used. The cluster analysis for the total sample identified 3 groups of participants (non-perfectionist, unhealthy perfectionist/negative, and healthy perfectionist/positive). The HIA group presented a higher prevalence of healthy perfectionists and a lower prevalence of unhealthy perfectionists, in comparison with the group of students without a diagnosis of HIA. When comparing the average scores of APS-R and PNPS-12 between the ACI and the comparison group, statistically significant differences were found in high standards, order, discrepancy, positive and negative perfectionism. In all cases, the comparison group yielded higher mean scores than the HIA group. These results have clear implications in the understanding of the phenotypic expression of perfectionism related to excellence and optimal manifestation of the high intellectual potential.

Learning resources and talent development from a systemic point of view.

System theories postulate that a system needs resources in order to evolve and function as an entirety. According to the actiotope model of giftedness, exogenous and endogenous resources needed to develop excellence include five forms of educational capital (economic, cultural, social, infrastructural, and didactic) and five forms of learning capital (organismic, telic, actional, episodic, and attentional), independent of domain and level of talent development. In three studies, we addressed several blind spots in the empirical basis of the educational and learning capital (ELC) approach. The studies were conducted in different domains, with different samples, and on various levels of talent development, as well as with regard to different functions for which resources can be used. Study 1, comprising 365 sixth graders, showed that ELC have an incremental validity beyond IQ for predicting scholastic achievement. In study 2 with 90 women holding a university degree in science, technology, engineering, and mathematics (STEM), we provide evidence that in the collegiate actiotopes of women who were later successful in STEM, more ELC had been available and was used to serve different functions than in the actiotopes of less successful women in STEM. In study 3 with 74 long-distance runners, we found a similar pattern of results for different achievement levels in an athletics domain.

[Perfectionism and high intellectual capacity]. / Perfeccionismo y alta capacidad intelectual.

Perfectionism is a psychological construct related o excellence and an optimal manifestation of high intellectual ability (HIA). The main goal of the present work was to compare types and dimensions of perfectionism in students with HIA and an age-gender matched comparison group. We selected 137 participants with diagnosis of HIA and a comparison group of 137 matched by gender and age. The mean age was 11.77 years (SD = 1.99). The Almost Perfect Scale-Revised (APS-R) and the Positive and Negative Perfectionism Scale-12 (PNPS-12) were used. The cluster analysis for the total sample identified 3 groups of participants (non-perfectionist, unhealthy perfectionist/negative, and healthy perfectionist/ positive). The HIA group presented a higher prevalence of healthy perfectionists and a lower prevalence of unhealthy perfectionists, in comparison with the group of students without a diagnosis of HIA. When comparing the average scores of APS-R and PNPS-12 between the ACI and the comparison group, statistically significant differences were found in high standards, order, discrepancy, positive and negative perfectionism. In all cases, the comparison group yielded higher mean scores than the HIA group. These results have clear implications in the understanding of the phenotypic expression of perfectionism related to excellence and optimal manifestation of the high intellectual potential.

El perfeccionismo es un constructo psicológico relacionado con la excelencia y una manifestación óptima de alta capacidad intelectual (ACI). El objetivo principal de este trabajo fue comparar las tipologías y dimensiones de perfeccionismo entre jóvenes de ACI y un grupo de comparación apareado por género y edad. Se seleccionaron 137 participantes con diagnóstico de ACI y un grupo de 137 de comparación apareado por género y edad. La media de edad fue de 11.77 años (DT = 1.99). Como herramientas se utilizaron la Almost Perfect Scale-Revised (APS-R) y la Escala de Perfeccionismo Positivo y Negativo 12 (PNPS-12). El análisis de conglomerados para la muestra total, identificó la presencia de tres agrupaciones de participantes (No perfeccionista, Perfeccionista no saludable/negativo, y Perfeccionista saludable/positivo). El grupo de ACI presentó una mayor prevalencia de perfeccionistas de tipo saludables y una menor prevalencia de perfeccionistas de tipo no saludable, en comparación con el grupo de alumnos sin diagnóstico de ACI. Cuando se compararon las puntuaciones medias de APS-R y PNPS-12 entre los grupos de ACI y grupo de comparación, se encontraron diferencias estadísticamente significativas en altos estándares, orden, discrepancia, perfeccionismo positivo y perfeccionismo negativo. En todos los casos el grupo de comparación presentó puntaciones medias mayores que el grupo de ACI. Estos resultados tienen implicaciones claras en la comprensión de la expresión fenotípica del perfeccionismo relacionado con la excelencia y la manifestación óptima del alto potencial intelectual.