The purpose of this research is to explore the influence of high school gifted and talented (GT) programs on students' self-concept from the students' perspectives in the UAE. A qualitative, exploratory, interview-based study was employed to answer the following question: How gifted and talented programs influence students' self-concept? Data were…

This case study focused on students' experiences with gradeless formative assessment at a center for gifted students. Twenty-two students attending one of the six talent centers in Norway participated. A questionnaire with open- and close-ended questions were used to collect data. Qualitative data analysis was performed. Findings indicated that…

This study explored students' perceptions of classroom quality in gifted and non-gifted education settings in Saudi Arabia. The researcher used the Zone of Proximal Development theory and Expectancy Value Theory to frame the study. The research was conducted across three public schools (458 students) and two private schools (353 students) that…

This article contributes to the study of the gender gap for women in STEM, by exploring the socio-emotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris…

This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories: intellectual ability, positive social…

Because there has been very little past research into gifted students' science learning environments, especially in Singapore, we selected from four established questionnaires six learning environment scales that are consistent with Van Tassel-Baska and Stambaugh's guidelines for gifted education. These scales were modified slightly to enhance…

The Actiotope Model of Giftedness (AMG) focuses on person--environment interactions to define giftedness. The development of the Questionnaire of Educational and Learning Capital (QELC) was based on the AMG. The first aim of this study was to present the reliability and validity of a Turkish version of the QELC for 10th grade students. The second…

This study investigated the academic adjustment of gifted and non-gifted ninth-, tenth-, eleventh-, and twelfth-grade students placed in accelerated mathematics courses. Using Van Eman's research, the investigation of the social and emotional effects of mathematics acceleration through academic adjustment included the following positive indicators…

We examined the moderating effects of mastery goals and academic contingency of self-worth (CSW-A) on how perfectionistic discrepancy associates with academic efficacy and satisfaction with life among gifted students in middle and high school. Participants in this study were 144 gifted students from 6th to 12th grade in a suburban Midwest U.S.…

This study developed and tested a new model of the forced choice dilemma (i.e., the belief held by some intellectually gifted students that they must choose between academic achievement and peer acceptance) that incorporates individual-level cultural orientation variables (i.e., vertical allocentrism and vertical idiocentrism). A survey that had…

This study examines the problem of underachievement among gifted high school students. Low achievers were compared to high and moderate achievers on their motivation, self-regulation, and attitudes toward their school and teachers. Participants were all highly able students from grades 10 and 11 in an academically selective gifted high school in…

Gifted students' preference to work alone is widely espoused, but studies vary widely in their explanations. We re-examined this notion in terms of motivation and social constructivism among 247 school-identified gifted and high-achieving and regular-education students in Grades 4 through 12. Survey data assessed learning style, interests,…

School improvement efforts often focus on students who perform below grade level. These improvement efforts typically focus on improving instruction, often through a framework and professional development. The question remains, how do students who are gifted and talented respond to this type of instruction? We observed 48 students in their…

There is ample evidence that labeled gifted students exhibit maladaptive behavior patterns. According to Carol Dweck those students who subscribe to a fixed view of their abilities are particularly at risk. In this contribution we extended Dweck's framework and distinguished two aspects of the implicit theory of one's own abilities. We…

Despite continued efforts by researchers, a gap still exists in our understanding of the psychological, social, and emotional adjustment of gifted students. Historically, research and education of the gifted has focused on cognitive variables, with less attention given to the social and emotional needs of these students. The current study used…