Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students.

This study examined the development of math self-concept during the transition to secondary school comparatively among high-ability and average-ability students in a largescale longitudinal sample in Flanders, Belgium (N = 5740 students; 49.5% males). Latent change models revealed that high-ability students, although maintaining higher relative levels of math self-concept, experienced steeper levels of math self-concept decline in the transition to secondary school than their average-ability peers, according to students' reports. Cognitive ability, measured with standardized intelligence tests, predicted steeper math self-concept decline within both ability groups, and in both groups stronger math self-concept decline was associated with (a) higher levels of teacher-reported underachievement in Grade 7 (r2 = 0.13, p < .001), (b) lower standardized math achievement in Grade 11 (r2 = 0.49, p < .001), (c) lower student-reported school well-being in Grade 7 (r2 = 0.13, p < .001) and Grade 11 (r2 = 0.04, p < .001), and (d) higher risk of grade repetition by the end of secondary school (r2 = 0.11, p < .001). These findings establish that the level of math self-concept and the degree in decline in math self-concept can have negative implications for educational outcomes, even when math self-concept level remains high relative to peers.

Method considerations for school psychology from longitudinal research on gifted students.

This article draws from longitudinal research on gifted students to provide method considerations for school psychology research. First, we provide some background of gifted and talented education in the United States. Then, drawing from multiple longitudinal samples of gifted students, in particular the Study of Mathematically Precocious Youth (SMPY), we illustrate the role of replications, including constructive replications. In the middle two sections, we highlight methodological design features focused first on predictors, and then on outcomes, considering types, magnitude, and breadth. Finally, we provide additional considerations and future directions, including expanding the outcome domain, overcoming the limitations of past gifted and talented research studies, and suggesting possibilities for future research. Our article may help improve school psychology research as well as assist school psychology researchers interested in conducting their own longitudinal studies using gifted samples.

The Relationship between Giftedness and Sex and Children's Theory of Mind Skills and Social Behavior.

BACKGROUND: Theory of mind (ToM), the ability to recognize the mental states and emotions of others, is central to effective social relationships. Measuring higher-order ToM skills in gifted children may be a useful way to identify the tendency to experience difficulties in social behavior. The aim of this study was to investigate the relationship between intelligence and sex in children using ToM and social behavior measures. METHODS: Children aged 10-12 years constituted both the gifted (n = 45) and non-gifted (n = 45) groups. The participants were assessed for prosocial behaviors and peer problems using the subscales of the Strength and Difficulties Questionnaire and in terms of ToM using the Reading the Mind in the Eyes Test-Child Version (RMET-C) and the Faux Pas Recognition Test-Child Version (FPRT-C). RESULTS: ToM test results were higher in gifted children and girls. Peer problems were lower in gifted children. Prosocial behavior was higher in girls. No relationship was determined between ToM tests and peer problems or prosocial behavior in gifted children, but such a relationship was observed in the non-gifted group. CONCLUSIONS: This study shows that gifted children with high cognitive skills also possess superior social cognition skills. Advanced ToM skills in gifted children may be important to supporting their social and cognitive development. The differences between boys and girls should be considered in educational interventions applied to children in the social sphere.

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.

Cognitive processes that underlie mathematically gifted emergent bilinguals.

The purpose of this study was to determine those cognitive measures that increase the likelihood of identifying mathematically gifted students who are emerging bilinguals. Elementary school children (Grades 1, 2, and 3) were administered a battery of math, vocabulary, reading, and cognitive measures (short-term memory, inhibition, and working memory in their first language (L1: Spanish) and second language (L2: English). Multilevel polytomous logistic modeling compared mathematically gifted children with children who were average math achievers or low math achievers. The results indicated that cognitive parameters that included estimation and working memory in the L2 and problem-solving in the L1 were unique predictors that significantly influenced whether a child was categorized as gifted relative to average achievers. Relative to average achievers, L2 parameters (magnitude judgment) and English reading were significantly related to the identification of children with low math computation. The results are discussed in terms of a multidimensional model that taps domain-specific skills and general cognitive processes that increase the ability to correctly identify children who score in the gifted range in both their L1 and L2.

The Gifted Rating Scales - School Form in Greek elementary and middle school learners: a closer insight into their psychometric characteristics.

The Gifted Rating Scales - School Form (GRS-S), an evaluation tool for the identification of gifted elementary and middle school children, was the subject of the current study, which focused on its psychometric features (internal consistency reliability and structural validity). Four hundred and eighty-nine teachers (342 women, 139 men, and 8 without gender declaration) used the GRS-S to estimate the dimensions of giftedness in their students for the current study. Particularly, 489 children (253 girls and 236 boys) were evaluated by their teachers. Eight elementary and middle school classes and sixteen 6-month age bands were used to stratify the student population. The scales' outstanding internal consistency and good factorial validity were revealed by statistical analyses (EFA, CFA, and Cronbach's coefficients). According to the current research findings, the GRS-S as a reliable and valid assessment tool for identifying gifted students (by their teachers) within the Greek cultural environment.

Developmental Trajectory of Depressive Symptoms from Early Childhood through High School in Children and Adolescents with a High Intellectual Potential.

We aimed to explore the developmental trajectory of depressive symptoms in a national sample of French children with a high intellectual potential (HIP) seeking help from gifted organizations. Participants were drawn from a national retrospective survey sent to 1200 families with HIP children (IQ ≥ 130) from primary to high school and they answered a self-report questionnaire of a depression scale (MDI-C). The children's parents completed a self-report questionnaire collected on different stages of the child's school level, perinatality, psychomotor development, health, family's history, behavior, interpersonal relationships and daily activities, school performance, presence of learning disorders and remediation. Four hundred and twenty HIP children were eligible with an IQ ≥ 130 aged from 8 to 17 years-old, 49% with depressive symptoms and 51% with no depressive symptoms. Analysis of 136 variables from anamnestic fields based on the use of Spearman's ρ test (ρ) with a non-parametric correlations showed that "learning disabilities" are significantly related to depressive symptoms in different groups (primary p = 0.001, middle p = 0.02, high school p = 0.001) as well as "difficulties in psychomotor skills" during primary (p = 0.003) and middle school (p = 0.02). Good relationships with family as well as with peers are significantly negatively correlated with depressive symptoms from childhood to primary (p = 0.003) and high school (p = 0.02). Certain details of correlations between the MDI-C scale's subfactors and anamnestic variables were analyzed. The ANOVA test about the MDI-C scale showed provocation as a significant marker at middle school (F (1, 418) = 3.487, p = 0.03) and low self-esteem at high school (F (1, 418) = 3.337, p = 0.03). A holistic developmental approach allowed us to highlight the risk factors of depression with a developmental trajectory origin linked to disorders of social adjustment and psychomotor skills and to the importance of misdiagnosed learning disabilities because of giftedness. Our findings support the interest in an early identification of and intervention in depression risk to improve clinical decision making on the effect of giftedness on mental health outcomes.

Applying Rasch analysis in refinement and validation of interpersonal skills measure for gifted children.

Background: Interpersonal characteristics of gifted adolescents is important because of the potential influence on individuals' psychological health and future professional success. Understanding the interpersonal characteristics requires valid and reliable measures. This study attempted to explicitly describe the application of Rasch analysis in the validation and development process of an existing measure of interpersonal skills among gifted adolescent in Ohio. Methods: We extensively evaluated the psychometric properties of the 40-item scale measuring the interpersonal competence of adolescents among the gifted population in Ohio (N = 127) using Rasch analysis. Multiple aspects of reliability and validity were tested including dimensionality, rating scale functioning, and fit statistics. Results: The internal consistency reliability of the scale was confirmed with an adequate fit to the Rasch model. However, the scale demonstrates relatively poor performance in terms of unidimensionality with our sample. Also, the rating scale categories were confusing given that our sample could not effectively distinguish some adjacent categories. Corresponding refinements have been made and the revised scale formed a meaningful linear progression with improved performance on unidimensionality, rating scale functioning, and fit statistics. Conclusion: The study provided evidence that the construct of interpersonal skills is measurable. Based upon the original Interpersonal Competence Questionnaires consists of 40 items, the author extracted and piloted a refined measure consisting of 31 items that performed a meaningful, theoretically consistent linear progression measure that could be used to measure the level of interpersonal skills of gifted children.

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.

Knowledge about COVID-19 between Children and Adolescents with and without High Intellectual Abilities.

Among the characteristics within people with high intellectual abilities, some that stand out are a better handling of information, asynchronous development, high awareness, and sensibility. Therefore, our goal was to learn if, due to these characteristics, the children and adolescents with high intellectual abilities have a better understanding and comprehension about COVID-19 compared to those with average intellectual abilities. A qualitative study was conducted at the beginning of the lockdown with 649 children with and without high intellectual abilities. An online questionnaire was used and three open questions were analyzed with the ALCESTE software. The results showed that both groups had a similar handling of the information regarding COVID-19. Despite this, in the high ability group there is a greater social concern, which coincides with some characteristics associated with a more developed moral conscience. The results are then discussed in terms of the importance of designing actions that allow us to adequately follow the control and intervention strategies, as well as to propose improvements in the communication of relevant information before diverse crises to which the child population may be exposed.

Contribuições das atividades de enriquecimento curricular no desempenho cognitivo e acadêmico de estudantes com altas habilidades/superdotação / Contributions of curricular enrichment activities in the cognitive and academic performance of students with giftedness

Estudantes com altas habilidades/superdotação necessitam de programas diferenciados de ensino-aprendizagem e as atividades de enriquecimento curricular são alternativas educacionais previstas para esse público. O presente estudo, de delineamento pré-experimental, investigou as contribuições de atividades de enriquecimento curricular no desenvolvimento cognitivo e acadêmico de estudantes com altas habilidades/superdotação, antes e depois de as frequentarem, por pelo menos um ano. Participaram 17 estudantes, 13 meninos e quatro meninas, com idades entre sete e 15 anos, do Ensino Fundamental, tanto da rede pública (nove) como privada (oito), de escolas de uma cidade média do interior paulista. Utilizou-se o Teste das Matrizes Progressivas Coloridas de Raven, a Escala Wechsler de Inteligência (WISC-IV) e o Teste de Desempenho Escolar (TDE), cujos dados foram descritos e comparados antes e depois da intervenção. Os resultados mostraram pontuações significativamente maiores no pós-teste dos três instrumentos. Todavia, não foi possível atribuir essa melhora somente às atividades de enriquecimento curricular vivenciadas pelos estudantes. Como limitações, ressaltam-se: as atividades de enriquecimento ficaram apenas no nível exploratório; o tamanho reduzido da amostra e a falta de um grupo controle para comparar os resultados. Como ponto forte, constata-se que existem poucas pesquisas sobre enriquecimento curricular ofertados aos estudantes com altas habilidades/superdotação.

Students with giftedness need differentiated teaching-learning programs and curriculum enrichment activities are educational alternatives provided for this audience. The present pre-experimental study design investigated the contributions of curricular enrichment activities in the cognitive and academic development of students with giftedness, before and after attending them, for at least one year. 17 students participated, 13 boys and four girls, aged between seven and 15 years old, from Elementary School, both public (nine) and private (eight) networks, from schools in a medium-sized city in the interior of São Paulo. The Raven's Colored Progressive Matrices Test, the Wechsler Intelligence Scale (WISC-IV) and the School Achievement Test (TDE) were used, and their data were described and compared before and after the intervention. The results showed significantly higher post-test scores for the three instruments. However, it was not possible to attribute this improvement only to the curricular enrichment activities experienced by the students. As limitations, it is highlighted: the enrichment activities were only at the exploratory level; the small sample size and the lack of a control group to compare the results. As a strong point, it appears that there is little research on curriculum enrichment offered to students with giftedness.

Effects of a developmental dyslexia remediation protocol based on the training of audio-phonological cognitive processes in dyslexic children with high intellectual potential: study protocol for a multiple-baseline single-case experimental design.

BACKGROUND: The significant prevalence of children with high intellectual potential (HIP) in the school-age population and the high rate of comorbidity with learning disabilities such as dyslexia has increased the demand for speech and language therapy and made it more complex. However, the management of dyslexic patients with high intellectual potential (HIP-DD) is poorly referenced in the literature. A large majority of studies on HIP-DD children focus on the screening and diagnosis of developmental dyslexia, but only a few address remediation. Developmental dyslexia is a severe and persistent disorder that affects the acquisition of reading and implies the impairment of several underlying cognitive processes. These include deficits in Categorical Perception, Rapid Automatized Naming, and phonological awareness, particularly phonemic awareness. Some authors claim that HIP-DD children's underlying deficits mainly concern rapid automatized naming and phonological awareness. Thus, the purpose of this study is to present a remediation protocol for developmental dyslexia in HIP-DD children. This protocol proposes to compare the effects on reading skills of an intensive intervention targeting categorical perception, rapid automatized naming, and phonemic analysis versus standard speech therapy remediation in HIP-DD children. METHODS: A multiple-baseline single-case experimental design (A1BCA2) will be proposed to 4 French HIP-DD patients for a period of 30 weeks. Intervention phases B and C correspond to categorical perception training and rapid automatized naming training. During phases B and C, each training session will be associated with phonemic analysis training and a reading and writing task. At inclusion, a speech and language, psychological, and neuropsychological assessment will be performed to define the four patients' profiles. Patients will be assigned to the different baseline lengths using a simple computerized randomization procedure. The duration of the phases will be counterbalanced. The study will be double blinded. A weekly measurement of phonological and reading skills will be performed for the full duration of the study. DISCUSSION: The purpose of this protocol is to observe the evolution of reading skills with each type of intervention. From this observation, hypotheses concerning the remediation of developmental dyslexia in HIP-DD children can be tested. The strengths and limitations of the study are discussed. TRIAL REGISTRATION: ClinicalTrials.gov, NCT04028310 . Registered on July 18, 2019. Version identifier is no. ID RCB 2019-A01453-54, 19-HPNCL-02, 07/18/2019.

Heterogeneity across Australian ICT policies for education of gifted students.

This paper critically evaluates the current status of Information and Communication Technology (ICT) policies for gifted education in Australia, highlighting the lack of a comprehensive understanding and analysis of the heterogeneity across these policies. Despite the increasing recognition of the importance of ICT's importance in meeting the unique needs of gifted learners, there is a dearth of research systematically investigating the variations in policy frameworks, approaches to ICT integration, and their impact on educational outcomes for gifted students. This research problem necessitates an in-depth exploration of the heterogeneous nature of Australian ICT policies and their implications for promoting equitable access and fostering effective educational experiences. To address this gap, relevant policy documents and research articles on Australian ICT policies for gifted education were collected via Scopes, Web of Sciences, and Google Scholar. The search yielded six policy documents and 14 critical research articles. Our findings reveal that while Australia has definite policies for educating gifted students, these policy documents rarely mention ICT policies specifically related to gifted education. In fact, many elements of these policies only imply use of ICT as facilitation factors. Research articles highlight the inadequacies of sufficient ICT policies for gifted children in rural and remote locations, especially as they pertain to Aboriginal peoples, thereby violating the principles of equity in education. Moreover, the performance of gifted students on Science, Technology, Engineering, and Mathematics (STEM) subjects has been declining on international tests, indicating the inadequacies of Australian policies for the education of gifted students in these areas. Here, ICT policies can provide substantial solutions to address these challenges.

Talent identification research: a bibliometric study from multidisciplinary and global perspectives.

This paper describes the general status, trends, and evolution of research on talent identification across multiple fields globally over the last 80 years. Using Scopus and Web of Science databases, we explored patterns of productivity, collaboration, and knowledge structures in talent identification (TI) research. Bibliometric analysis of 2,502 documents revealed talent identification research is concentrated in the fields of management, business, and leadership (~37%), sports and sports science (~20%), and education, psychology, and STEM (~23%). Whereas research in management and sports science has occurred independently, research in psychology and education has created a bridge for the pollination of ideas across fields. Thematic evolution analysis indicates that TI has well developed motor and basic research themes focused on assessment, cognitive abilities, fitness, and youth characteristics. Motor themes in management and sports science bring attention to talent management beyond TI. Emerging research focuses on equity and diversity as well as innovation in identification and technology-based selection methods. Our paper contributes to the development of the body of TI research by (a) highlighting the role of TI across multiple disciplines, (b) determining the most impactful sources and authors in TI research, and (c) tracing the evolution of TI research which identifies gaps and future opportunities for exploring and developing TI research and its broader implications for other areas of research and society.

The identification of exceptional skills in school-age autistic children: Prevalence, misconceptions and the alignment of informant perspectives.

BACKGROUND: Although autism is commonly described in terms of deficits, many autistic individuals have been found to demonstrate exceptional skills. The shift to a strengths-based approach in the field of autism necessitates increased understanding of these skills. AIMS: This study examined (1) rates of exceptional skills in autistic school-age children as reported by parents and teachers, (2) associations between exceptional skills, autism severity and intellectual disability and (3) correlations between parent and teacher reports of exceptional skills. METHOD: Parents and teachers of 76 children attending autism-specific schools in Australia completed online questionnaires. Thereafter, 35 parents and teachers who identified their child as having one or more exceptional skills were interviewed by a clinical psychologist. RESULTS: Forty parents (53%) and 16 (21%) teachers reported that their child had at least one exceptional skill (agreement between the parent and teacher reports was low; κ = .03, p = .74). In comparison, clinical psychologist assessments identified 22 children (29%) as having at least one such skill. No statistically significant relationships were identified between exceptional skills, autism severity and intellectual disability. CONCLUSION: While different exceptional skills were identified, regardless of children's intellectual functioning or autism severity, parents and teachers varied substantially in their evaluations of these skills. Furthermore, the identified prevalence rates of exceptional skills did not always align with the rates identified in previous studies. The study findings highlight the need for definitional consensus on different types of exceptional skills, and the importance of multiple criteria/multi-instrument approaches in the identification of exceptional skills in autistic children.

The Effects of COVID-19 on the Emotional and Social Stability, Motivation and Attitudes of Gifted and Non-Gifted Children in Greece.

Gifted children exhibit advanced cognitive abilities, usually beyond their emotional development, which puts them at higher risk of the negative consequences of isolation. This study investigates the effects of distance learning and home confinement on the emotional and social stability, motivation, and attitudes of gifted and non-gifted children in Greece. Our study includes two subsets, from before (September 2017 to March 2020) and after the outbreak of the COVID-19 pandemic (April 2020 to March 2022). The analysis indicated that home confinement and distance learning caused children to create a stronger attachment with their parents, and it increased the involvement of parents in their child's school experience. Non-gifted children displayed high levels of certain attitudes (perfectionism, desire for acceptance, and condescending behavior) and demonstrated elevated motivation. Gifted children in the pre-COVID-19 period had already displayed increased levels of condescending attitude, which is assumed to be the result of already existing expectations from their parents. The pandemic further increased this attitude, as a result of the higher expectations of their parents. Overall, the study highlighted the importance of children to have more than one support system and the need for them to strengthen their self-image.

Designing a methodological system for the development and support of gifted and motivated students.

The paper was intended to develop a new methodological system and test its impact on the development of motivation and giftedness among children. The experiment was conducted among 1,200 children from grades 3, 7, and 10 by researchers from the Daryn Republican Applied Research Center of the Ministry of Education and Science of the Republic of Kazakhstan and L.N. Gumilyov Eurasian National University. The teaching methodology involved: interactive technologies; developing projects with faculty members; and conducting electives in the exact sciences, humanities, natural sciences, and the creative arts. The experiment lasted 4 months. Before and after the experiment, all respondents were evaluated by their instructors according to the following four criteria: academic giftedness, creative giftedness, social giftedness, and intellectual giftedness. The overall result demonstrated an increase in the level of giftedness to above-average values. Motivation levels observed among respondents in grades 3, 7, and 10 were 1.71; 1.72, and 1.54, respectively. The level for this criterion also reached above-average values. This implies that this technique is effective. This technique can already be applied not only in special schools for gifted children, but also in general educational institutions to achieve better results.

Intelligence and Executive Functions: A Comprehensive Assessment of Intellectually Gifted Children.

OBJECTIVE: Executive functions (EFs) play a key role in cognitive and behavioral functioning. Their multiple forms and implications for daily life behaviors mean they are sometimes equated with intelligence. Several elements even suggest that intellectually gifted children (IGC) may present better executive functioning than typical developing children (TDC, children with intelligence in the average range). However, no study has ever completely tested this hypothesis by a comprehensive assessment of EFs in IGC. METHOD: Results of 30 IGC and 35 TDC aged from 6 to 16 years old were compared through a comprehensive assessment of EFs (inhibition, flexibility, and planning), comprising performance-based and daily life measures. RESULTS: IGC did not differ from TDC in EF performance-based measures. However, they scored higher in parents' and some teachers' ratings, suggesting higher indicators of difficulties in daily life. CONCLUSIONS: Contrary to expectations, high intellectual level does not appear to be associated with superior EFs. Surprisingly, parents and teachers of IGC reported more complaints about their executive functioning in everyday life. We put forward different hypotheses to explain this contrast. Further research is needed to better understand this phenomenon, in which neuropsychology has a fundamental role to play.

Emotional Intelligence and Creative Self-Efficacy among Gifted Children: Mediating Effect of Self-Esteem and Moderating Effect of Gender.

Creative self-efficacy is a type of individual creative self-belief, which is an important predictor of creative activities and achievements. For gifted children who have high creative potential, the influencing factors of their creative self-efficacy need to be further explored. This study aimed to explore the relationship between gender, emotional intelligence, self-esteem, and creative self-efficacy in gifted children, with special attention on the mediating role of self-esteem and the moderating role of gender in the relationship between emotional intelligence and creative self-efficacy. Participants in this study included 226 gifted students aged 10-13 (135 boys and 91 girls) from experimental classrooms designed for gifted students in North China. The creative self-efficacy scale (CSE), the emotional intelligence scale (EIS), and the self-esteem scale (SES) were tested. The statistical results indicate that: (1) emotional intelligence significantly positively predicted creative self-efficacy in gifted children; (2) self-esteem partially mediated the link between emotional intelligence and creative self-efficacy; and (3) gender acted as a moderator for the mediation model, in which self-esteem played a complete mediating role in gifted boys, while the mediating role of self-esteem in gifted girls was not significant. The results of this study reveal the influential mechanism of creative self-efficacy in gifted children of different genders and may provide further implications for promoting the creative potential of gifted children.