The Need for Research Replication: An Example from Studies on Perfectionism and Gifted Early Adolescents

Replication studies are essential with any construct of interest in order to provide further depth and understanding. This study replicated Siegle and Schuler's (2000) perfectionism study with gifted early adolescents. Perfectionism differences among grade level, birth order, and gender were explored using a between-subjects factorial MANOVA. Similar to the previous study, we found that the FMPS is an appropriate measure of perfectionism in gifted adolescents (grades 6–8) and that females have greater concern over Organization than males. However, there were many differences in our results compared to the previous study, highlighting the continued need to study and replicate existing work before generalizations can be made about gifted early adolescents.     

A comparison of Dabrowski's overexcitabilities by gender for American and Korean high school gifted students

The differences between US (Ohio) gifted and talented high school students and South Korean gifted and talented high school students on the Overexcitabilities Questionnaire II (OEQ II) were investigated. The OEQ II was administered to 227 Ohio identified gifted and talented high school students (M = 88, F = 139) and to 341 high school students from four specialized high schools (one for science, one for foreign language, and two for the arts) in Seoul, Korea (M = 117; F = 224). Multiple analysis of variance by gender and country revealed that Korean males and females scored higher in psychomotor OE and that US males and females scored higher in imaginational OE. No differences were found in intellectual OE, emotional OE, or sensual OE.     

Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain

This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences in emotional intelligence levels, as measured by the Bar-On Emotional Quotient Inventory, between gifted students and talented students in Bahrain in the direction of gifted students. There were differences between the gifted and the talented students in intrapersonal, adaptability, general mood subtest, and total emotional intelligence scores. Finally, gifted males had higher total emotional intelligence scores than gifted females; talented females had higher interpersonal scores than talented males.     

Teacher ratings of Hispanic and Anglo students on a behavior rating scale

The study was conducted with 115 Hispanic (53 Males, 62 Females) and 119 Anglo (61 males, 58 females) fifth grade students and 12 teachers (11 females, 1 male) in a public school district in the Southwest. The study was designed to determine teachers’ nomination rates of Hispanic and Anglo students to gifted and talented programs and to establish if there were differences in teachers’ ratings on the SRBCSS across ethnicity and gender groups for nominated and not nominated students. Results indicated that ethnicity was a factor in teachers’ nomination rate and that these differences were more pronounced between Hispanic and Anglo females. Results also indicated that teachers’ ratings on the SRBCSS for nominated Hispanic and Anglo students were similar, but that ratings for non‐nominated students differed significantly by ethnic group.     

Parental Involvement as a Protective Factor During the Transition to High School

ABSTRACT

The authors investigated whether student-perceived parental involvement predicts improvement in academic, behavioral, and relational outcomes for low-achieving adolescents. With a sample of 59 racially diverse 9th-grade students, the authors measured 3 dimensions of parental involvement: direct participation, academic encouragement, and expectations for grades and attainment. Analyses revealed associations between 2 types of parental involvement and outcomes, which held after considering student gender and race. Students whose parents had higher expectations about grades and attainment had higher grade point averages and were rated as more academically engaged by their teachers. Students who reported that their parents were more academically encouraging experienced more care from their teachers. Results suggest certain types of parental involvement may be more effective than others in supporting low-achieving adolescents’ school performance.     

Issues in identifying gifted students: How Renzulli's model stacks up

Traditional approaches to the identification of gifted and talented students are the subject of increasing scrutiny and criticism. Several problems, limitations and issues have been noted in the literature, and as a result, new conceptualizations and procedures have been advanced. Renzulli's Revolving Door Identification Model (RDIM) is one such model which has been widely adopted. This article first gives a brief summary of the model and investigates the reasons for its popularity. It then addresses some of the more serious criticisms that have been levelled against the model. Finally, it reviews what the authors feel are the more legitimate concerns about the model as they assess its validity and utility for identifying and serving gifted students.     

The fourth R: Reasoning

This study examined the self‐concept of a small group of academically gifted adolescents in New Zealand, with the aim of exploring gender differences. Using the Tennessee Self‐Concept Scale: 2, a sample of 40 male and female 15–18 year old students participated. Results indicated gender differences: males scored higher than females on most dimensions with the exception of Self‐Criticism, Moral Self‐Concept, and Inconsistent Responding. Additionally, the mean score was higher for males than females. Results indicate gender differences do occur in some New Zealand gifted adolescents and warrant the need for further research in this area.     

A comparative study of the learning style preferences among gifted African‐American,Mexican‐American,and American‐born Chinese middle grade students

The purpose of this study was to determine whether significant group, gender, and grade differences existed in the preferred learning styles of gifted minority students. The Learning Style Inventory (Dunn, Dunn, & Price, 1987) was administered to 54 African‐American (20 males, 34 females), 61 third‐generation Mexican‐American (26 males, 35 females), and 40 third‐generation American‐born Chinese (25 males, 15 females) students. A three‐way analysis of variance on the LSI raw scores of gifted African‐American, Mexican‐American, and American‐born Chinese students indicated significant group differences in preferences for noise, light, visual modality, studying in the afternoon, and persistence. Significant gender differences were found in preferences for the tactile modality and intake. Finally, significant grade differences were found in preferences for temperature (warm/cool environment) and mobility. Findings support and extend past research regarding the learning styles of gifted students.     

Mentors’ contributions to gifted adolescents’ affective,social, and vocational development

Research on mentorships for gifted adolescents primarily has focused on the role mentors play in students’ academic success. Mentors’ contribution to gifted adolescents’ affective, social, and vocational development rarely has been addressed. This article identifies special needs and characteristics of gifted adolescents in these latter areas, and suggests how mentors can play a significant role in each, including the particular value of mentoring relationships for gifted adolescent females. Finally, educational implications are explored, as well as the need for empirical studies which examine the benefits derived by gifted and nongifted mentees from mentoring relationships.     

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed.     

A legacy of promise: Reflections,suggestions, and directions from contemporary leaders in the field of gifted education

Abstract

Six contemporary leaders from the field of gifted education responded to questions concerning past, present, and future issues surrounding the education of gifted and talented youth. This report was designed to provide expert perspectives on (a) the accomplishments of gifted education, (b) core non‐negotiables about educating gifted children that all teachers should know, and (c) future challenges and directions for this field of study and practice. Qualitative analysis of the responses yielded core themes in each of the major areas, which are reported with summaries of responses and quotes from each respondent.     

Research on perfectionism and achievement motivation: implications for gifted students

Perfectionism has been associated with a rigid adherence to impossibly high standards, an irrational importance on the attainment of these standards, and a tendency to overgeneralize failures. Researchers have primarily focused on how perfectionism predicts psychological adjustment; yet, recent research also indicates that perfectionism impacts students' achievement motivation. In this article, research on the relationship between perfectionism and achievement motivation in non‐gifted students is reviewed. Conclusions about perfectionism and achievement motivation in non‐gifted students will highlight directions for future research and implications for enhancing the achievement motivation of gifted students with perfectionism. © 2012 Wiley Periodicals, Inc.     

Exploring the views of parents of high ability children living in relative poverty

Background: This study is located in the general context of recent research on family life in England, ‘gifted and talented’ education policy and the significance of parental engagement. There is strong evidence that parental involvement has a significant and positive effect on children’s development and achievement. Although a great deal of work has been done on identifying general patterns of good practice, there is a gap in the literature regarding the support needs of parents of gifted and talented children from lower socio-economic backgrounds.

Purpose: The aim of this UK-based study was to explore what support such parents had received and what support they felt they needed to better promote their children’s development and achievement.

Sample: An opportunity sample of 21 parents with youngsters aged 14–16 identified as ‘gifted and talented’ by their schools, as part of UK government policy, took part in the study. The students attended a university-based intervention programme, which was designed to raise the students’ aspirations and achievement. The students were from schools within areas of relative social deprivation and, most qualified for free school meals.

Design and Methods: In-depth semi-structured interviews were carried out to capture the authentic voice of the parents. Data was analysed using both pre-determined and emerging codes.

Results: Sixteen of 21 of the parents had good, supportive relationships with their children and 15 of 21 had high aspirations for them. However, 18 of 21 of the parents felt unable to engage with their child’s learning in the home. They also felt inadequate in their knowledge and experience to help their children with subject choices and advise on matters relating to Higher Education. Parents did not perceive their wider family or the wider community as supportive, nor did they expect them to be. Peer groups were seen as threats to their children’s well-being and advancement. Schools were highly rated for relationships but offered no specific support to these parents.

Conclusions: We conclude that although parental involvement is acknowledged in defining children’s life chances, parents in our sample, nonetheless, seemed to be being forced to ‘go it alone’. Within the limitations imposed by our small sample, we raise questions about the implications of the study.     

Is being gifted always an advantage? Peer relations and self-concept of gifted students

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.     

Focusing attention on the individual in identification of gifted black students

Despite efforts to desegregate and promote equal opportunity, Black students have a minimal role in gifted programs. Efforts to improve this situation must begin with a focus on the individual student. Classroom teachers need assistance from gifted and talented coordinators with nomination procedures. Information regarding standardized tests, perceptions of low achievement, and the characteristics of Black achievers is essential for improving nomination. The second step to increasing minority participation in gifted programs is to implement a multi‐criteria assessment profile. Compiled by the gifted and talented coordinator with the continued assistance of the classroom teacher, this profile should include a case study documenting gifted characteristics, family background information, and peer evaluations. Standardized test scores may play a minor role. Successful identification of gifted Black students depends on a thorough examination of the individual.     

A Journey Toward Excellence: An Interview With Bruce M. Shore

From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically advanced. Only 11.1% of these students were participating in programs for gifted and talented students with African Americans, Hispanics, or females significantly less likely to participate. The discussion considers the reasons behind these results and possible approaches for identifying and serving students within a current response-to-intervention approach.     

A survey of practices of teachers of the gifted

The purpose of this study was to examine the self‐concepts, locus of control, and machi‐avellianism of 169 ethnically diverse middle grade students identified as gifted. Subjects consisted of 90 African‐American (31 boys, 18 girls). Self‐concept, locus of control, and machiavellianism were assessed by Me: A Self‐Concept Scale for Gifted Children (Feldhusen &; Kolloff, 1981), the Nowicki‐Strickland Locus of Control Scale (Nowicki &; Strickland, 1973), and Mach IV Scale (Christie &; Geis, 1970) respectively. A three‐way analysis of variance (group × Gender × Grade) on subjects’ scores revealed significant group differences in self‐concept. No significant gender or grade differences were found in self‐concept. No significant group, gender, or grade differences were found in locus of control and machiavellianism. Self‐concept was significantly and positively correlated with internal locus of control and with low machiavellianism. Mean scores indicated that ethnically diverse students who are gifted had positive self‐concepts, internal locus of control, and were low machiavellians.     

Rocky Jones: Case study of a high‐achieving black male's motivation to participate in gifted classes

An increased body of research on the recruitment and retention of Black students in gifted programs provides guidance for educators to understand factors that impact Black male under representation in gifted programs. A common concern among high school educators is that schools cannot keep Black males interested in gifted programs. Even in culturally diverse high schools, gifted Black males often do not want to take advanced level classes because they are accused by peers of “acting White”. This case study reveals that while rare, it is not impossible. This article uses a Participation Motivation Expectancy‐Value Model (PMEVM) to explain the motivation of Rocky Jones, a gifted Black male, and his choice to participate in his school's gifted program. Findings from interview and archival data are reported that inform Rocky's participation choice, and implications are drawn to enhance teachers’ efforts to increase Black males’ motivation and representation in gifted education.