Gifted and Talented International

Gifted and Talented International

Gifted and Talented InternationalGifted and Talented International (GTI) is the journal of the World Council for Gifted and Talented Children. GTI an international, refereed journal devoted to publishing original research, theoretical studies, review papers or accounts of practice that contribute to our understanding and promotion of giftedness, talent, creativity, and optimal development of children, adolescents, and adults. Its purpose is to share current theory, research, and practice in gifted education with its audience of international educators, scholars, researchers, and parents. GTI is published twice a year.

You may access submission guidelines, information about the editorial team, and the complete archives by clicking the buttons below. For a historical overview of journal editors, click here.

  • Elementary students’ perceptions of their classroom activities in China: A validation study - Yang Yang, Marcia Gentry, Jiaxi Wu, Enyi Jen & Yukiko Maeda
  • Self-concept changes in multiple self-concept domains of gifted students participating in a summer residential school - Franzis Preckel, Hannah Rach & Vsevolod Scherrer
  • Turkish adaptation of the educational-learning capital questionnaire: Results for gifted and non-gifted students - Marilena Z. Leana-Taşcılar
  • Alignment of a high-ranked PISA mathematics curriculum and the Parallel Curriculum for gifted students: Is a high PISA Mathematics ranking indicative of curricular suitability for gifted learners? - Julie Anne Irving, Ernestina Oppong & Bruce M. Shore

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Members can access the complete electronic archives of GTI by clicking here.

Editorial Team

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Submission Guidelines

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Free Access

For a limited time, you can access the following six GTI articles freely.

The importance of being gifted: Stages of gifted identity development, their correlates and predictors

Tanja Gabriele Baudson & Johanna Fee Ziemes

Identity formation is particularly challenging for stigmatized minorities. The minority stress model (MSM) posits that both negative stereotypes and their internalization represent stressors. There is evidence that this applies to the gifted, too. However, their status is ambiguous, given that both negative and positive stereotypes exist. Furthermore, individual wellbeing also hinges on one’s identity stage, as outlined in the Cass identity model (CIM). The CIM was applied to gifted identity development in a survey of 742 high-IQ society members (16–79 years). Identity stages could be reliably and validly assessed with a new measure and were related to adjustment and coping as expected. Latent class analysis revealed four groups, which resembled the CIM, but with a few notable exceptions. Ordinal-logistic regression showed that years since first suspicion and since diagnosis of giftedness predicted group membership. In sum, identity development in the gifted examined here shows similarities with the CIM stages (which are differentially related to wellbeing and feelings toward one’s own giftedness) but has its own specific characteristics, too.

Don’t stress: What do we really know about teaching gifted children to cope with stress and anxiety?

Steve Haberlin

Gifted children may experience additional stressors due to their unique characteristics. While empirical evidence suggests otherwise, qualitative studies and clinical observations indicate that gifted individuals may suffer from higher levels of stress due to perfectionistic tendencies, heightened sensitivity, social challenges, and additional external pressures. Nevertheless, empirical research regarding counseling and stress-reducing intervention outcomes remains scant. The few interventions conducted, such as Gaesser’s (2014) work using Cognitive Behavioral and Emotional Freedom techniques with gifted students, have demonstrated promising results. Recommendations include offering incentives in the form of grants and funding to researchers interested in investigating intervention outcomes and investigating stress-reducing methods and approaches, such as mindfulness, which have shown positive impact.

From overexcitabilities to openness: Informing gifted education with psychological science

M. Alexandra Vuyk, Barbara A. Kerr & Thomas S. Krieshok

In the theory of positive disintegration (TPD), Dabrowski described overexcitabilities (OEs), manifestations of inner energy with a developmental purpose that appear more common in gifted individuals. Unfortunately, most studies present OEs outside of the context of the original theory as if they were standalone traits applicable to gifted students. In this atheoretical conceptualization, OEs seem to define the personality trait of openness to experience described in the five-factor model of personality (FFM) as each OE can be matched with a specific facet of openness. Descriptions of facets of openness and corresponding OEs are strongly similar. In this article we argue that they are conceptually equivalent and that current research on openness and OE supports this assertion. The FFM has robust empirical support, and TPD lacks empirical support; additionally, OEs as currently presented in gifted education deviate from TPD’s original tenets. Therefore, gifted education should shift its way of explaining these tendencies by framing them as the personality trait of openness to experience rather than OEs.

What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school?

Charlotte Tweedale & Leonie Kronborg

The purpose of this research was to examine what contributes to gifted adolescent females’ talent development at a high-achieving girls’ school. Using Kronborg’s (2010) Talent Development Model for Eminent Women as a theoretical framework, this research examined the conditions that supported and those that hindered the participants’ talent development in the setting of their secondary girls’ school. In this qualitative study, semistructured interviews were conducted with six gifted females, 17–20 years of age, who were all identified as gifted and who achieved highly in one or more talent domains during their years at their former high-achieving secondary girls’ school. The findings of this research support the theoretical framework. The themes found to support these participants’ talent development were psychological qualities, individual abilities, opportunities to achieve in talent domain(s), allies in the family, allies beyond the family, passionate engagement in talent domain, and feelings and experiences of difference. These findings add support to the themes Kronborg (2010) found in her Talent Development Model of Eminent Women.

Elementary students’ perceptions of their classroom activities in China: A validation study

Yang Yang, Marcia Gentry, Jiaxi Wu, Enyi Jen & Yukiko Maeda

This study is to investigate whether My Class Activities (MCA; Gentry & Gable, 2001a), an instrument developed to measure students’ perceptions of their classroom activities, yields valid data when used with elementary students in China after translation into Chinese. The four factors measured by the instrument (Interest, Challenge, Choice, and Enjoyment) are related closely to students’ motivation and optimal learning as described in Chinese literature. Data from 943 elementary students from a school in mid-China were used in the analyses from an elementary school. Confirmatory factor analyses showed that a four correlated factor model with all 31 items was not a good fit to the data. Factor loadings were checked, and two items were removed from the “challenge” factor. A second four correlated factor model with 29 items generated better goodness-of-fit indices. Measurement equivalence of this model was tested between the Chinese and the U.S. sample of 943 students randomly selected from the original normative sample of the MCA. Results indicated partial measurement invariance of the revised instrument. Further research was suggested with implications for practice.

Self-concept changes in multiple self-concept domains of gifted students participating in a summer residential school

Franzis Preckel, Hannah Rach & Vsevolod Scherrer

The present study investigated changes in self-esteem, academic self-concept, intellectual self-concept, and social self-concepts of acceptance, assertion, relations with same-sex peers and relations with other-sex peers with 177 gifted students participating in a 16-day summer school in Germany. Students were assessed three times by self-report questionnaires, one or three weeks before the school started, at the seventh day, and at the fifteenth day of the summer school. Scales showed strict measurement invariance over time such that scale means could be compared by repeated measures ANOVAs. Although academic self-concept did not change over time, intellectual self-concept showed a decrease during the visit of the school that was of small effect size (Hedges’ g = .13). Descriptively, self-esteem showed a positive development over time, but this increase was small and not significant. The social self-concepts of acceptance, relations with same-sex peers, and relations with other-sex peers significantly increased over time (Hedges’ |g| between .14 and .40). Changes were comparable for male and female students. Overall, our findings support summer schools as an effective means to foster gifted students’ socioemotional needs.

Other Publications

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