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Direct linkFoley-Nicpon, Megan; Assouline, Susan G.; Kivlighan, D. Martin; Fosenburg, Staci; Cederberg, Charles; Nanji, Michelle – High Ability Studies, 2017
Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…
Descriptors: Social Development, Talent Development, Intervention, Interpersonal Competence
Matthews, Michael S.; Ritchotte, Jennifer A.; McBee, Matthew T. – High Ability Studies, 2013
We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students' Measures of Academic Progress Reading and Math scores were examined over three school years. In…
Descriptors: Cluster Grouping, Ability Grouping, Elementary School Students, Academic Achievement
Cross, Jennifer Riedl; O'Reilly, Colm; Kim, Mihyeon; Mammadov, Sakhavat; Cross, Tracy L. – High Ability Studies, 2015
Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3-8 students. Denying one's giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high…
Descriptors: Coping, Self Concept, Academically Gifted, Foreign Countries
