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Ramos A, Verschueren K. Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students. J Sch Psychol 2024; 103:101268. [PMID: 38432723 DOI: 10.1016/j.jsp.2023.101268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Revised: 11/17/2023] [Accepted: 11/23/2023] [Indexed: 03/05/2024]
Abstract
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.
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Affiliation(s)
- Alicia Ramos
- School Psychology and Development in Context, KU Leuven, Leuven, Belgium.
| | - Karine Verschueren
- School Psychology and Development in Context, KU Leuven, Leuven, Belgium.
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Tourreix E, Besançon M, Gonthier C. Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature. J Intell 2023; 11:141. [PMID: 37504784 PMCID: PMC10382067 DOI: 10.3390/jintelligence11070141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Revised: 07/02/2023] [Accepted: 07/11/2023] [Indexed: 07/29/2023] Open
Abstract
For several years, there was a growing interest in intellectual giftedness and in particular in the non-cognitive specificities of gifted individuals. This topic attracted much public attention and sometimes led to contradictions with the scientific literature. The current review synthesizes a broad set of results related to non-cognitive specificities of intellectual gifted in children and adolescents. This synthesis of scientific research on giftedness and its associated non-cognitive features does not support the conclusion that there is a stable profile across gifted individuals that would consistently separate them from non-gifted individuals. A few specificities in some areas are noted, but they are not necessarily being systematic. These specificities often turn out to be in favor of gifted youth, contrary to the view sometimes defended in the general public that gifted individuals suffer from major everyday difficulties. Finally, methodological issues are listed regarding the designs of existing studies, with recommendations for future research in the field.
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Affiliation(s)
- Emma Tourreix
- DysCo Lab, Paris Nanterre University, 92000 Nanterre, France
- LP3C, University of Rennes, 35000 Rennes, France
| | | | - Corentin Gonthier
- Laboratoire de Psychologie des Pays de la Loire (LPPL UR 4638), Nantes Université, Chemin de la Censive du Tertre, 44312 Nantes, France
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Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5-6 Years: A Cross-Sectional Study. Behav Sci (Basel) 2021; 11:bs11070093. [PMID: 34206392 PMCID: PMC8301147 DOI: 10.3390/bs11070093] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 06/14/2021] [Accepted: 06/16/2021] [Indexed: 11/16/2022] Open
Abstract
Although childhood is a critical period of development during which all children begin a lifelong process of self-discovery that shapes their identities, few studies have focused on the self-concept and self-esteem of young, gifted children. This study recruited 108 gifted children aged 5–6 years from Greece and their preschool teachers to explore the relationships among cognitive ability, domain-specific self-concepts, and global self-esteem. The Pictorial Scale for Perceived Competence and Social Acceptance was used to assess the domain-specific self-concepts of the participants, whereas behavioral manifestations of self-esteem were rated by the children’s teachers using the Behavioral Academic Self-Esteem Scale. There were positive correlations among IQ, perceived scholastic competence, and global self-esteem. Hierarchical regression analysis indicated that significant predictors of global self-esteem were male gender, higher IQ, perceived scholastic competence, and perceived maternal acceptance. Additionally, there were gender differences in global self-esteem and perceived physical competence in favor of boys, whereas perceived maternal acceptance favored girls. This article discusses the need for practitioners working with gifted children to enact a comprehensive social–emotional learning curriculum in schools that promotes academic as well as personal and character strengths. Finally, the limitations of the study and suggestions for future research are also presented.
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Wirthwein L, Bergold S, Preckel F, Steinmayr R. Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents' assessments. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.04.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Guez A, Peyre H, Le Cam M, Gauvrit N, Ramus F. Are high-IQ students more at risk of school failure? INTELLIGENCE 2018. [DOI: 10.1016/j.intell.2018.09.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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Preckel F, Schmidt I, Stumpf E, Motschenbacher M, Vogl K, Scherrer V, Schneider W. High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept. Child Dev 2017; 90:1185-1201. [PMID: 29171007 DOI: 10.1111/cdev.12996] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes.
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Heyder A, Bergold S, Steinmayr R. Teachers’ Knowledge About Intellectual Giftedness: A First Look at Levels and Correlates. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2017. [DOI: 10.1177/1475725717725493] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- Anke Heyder
- Technical University Dortmund, Department of Psychology, Dortmund, Germany
| | - Sebastian Bergold
- Technical University Dortmund, Department of Psychology, Dortmund, Germany
| | - Ricarda Steinmayr
- Technical University Dortmund, Department of Psychology, Dortmund, Germany
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Baudson TG. The Mad Genius Stereotype: Still Alive and Well. Front Psychol 2016; 7:368. [PMID: 27047409 PMCID: PMC4800426 DOI: 10.3389/fpsyg.2016.00368] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2016] [Accepted: 02/29/2016] [Indexed: 12/02/2022] Open
Abstract
Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people's socioemotional characteristics diverge. Most studies find the gifted to be similar or slightly superior to average-ability persons in these domains (“harmony hypothesis”). However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness (“disharmony hypothesis”), affecting highly able individuals and those around them, thus hampering individual development. To date, most studies on gifted stereotypes have examined selective samples, mostly teachers. The present study is the first to provide representative data on conceptions of gifted individuals in general. A brief survey of 1029 German adults assessed quality and prevalence of stereotypes about gifted individuals, without an explicit focus on children and/or adolescents. Latent class analysis (LCA) revealed two conceptions of giftedness, with twice as many “disharmonious” than “harmonious” raters. Male gender, single parenthood, unemployment, higher income or negative attitudes toward the gifted predicted disharmonious ratings. However, effects were small, suggesting future studies look deeper into the processes of stereotype formation and maintenance.
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Affiliation(s)
- Tanja G Baudson
- Institute of Psychology, Educational and Psychological Assessment, University of Duisburg-Essen Essen, Germany
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Preckel F, Krampen G. Entwicklung und Schwerpunkte in der psychologischen Hochbegabungsforschung. PSYCHOLOGISCHE RUNDSCHAU 2016. [DOI: 10.1026/0033-3042/a000289] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Auf der Grundlage einer quantitativen szientometrischen Analyse der deutsch- und englischsprachigen Publikationen zum Thema Hochbegabung aus den deutschsprachigen Ländern (PSYNDEX) und der Publikationen aus den primär angloamerikanischen Ländern (PsycINFO) analysieren wir Entwicklung und Schwerpunkte der psychologischen Hochbegabungsforschung von 1980 bis 2014. Im Vergleich liegt die Anzahl dieser Publikationen (PSYNDEX: 1.066; PsycINFO: 8.572) bei einem Fünftel der Menge zum Thema Geistige Behinderung / Intellektuelle Entwicklungsstörung. Die Gesamtmenge an Publikationen zu Hochbegabung zeigt in beiden Datenbanken einen Boom in den 1980er Jahren sowie seit 2000 einen erneuten deutlichen Zuwachs. Der Anteil empirischer Arbeiten fällt mit 38 % nach PSYNDEX im internationalen Vergleich (54 % nach PsycINFO) geringer aus und ist seit 2000 eher konstant, während er bei englischsprachigen Publikationen leicht ansteigt. Circa 80 % aller Publikationen beschäftigen sich mit Hochbegabten im Schulalter (6 – 17 Jahre), während das Vorschul- sowie das Erwachsenenalter wenig Berücksichtigung finden. Die Publikationen fokussieren vor allem allgemein kognitive, schulische, mathematische, sportliche und musikalische Fähigkeiten, während sich nur wenige bis gar keine Publikationen zu z. B. kreativer, verbaler, nonverbaler oder figural-räumlicher Hochbegabung finden. Implikationen für die Hochbegabungsforschung werden diskutiert.
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Bergold S, Wirthwein L, Rost DH, Steinmayr R. Are gifted adolescents more satisfied with their lives than their non-gifted peers? Front Psychol 2015; 6:1623. [PMID: 26539152 PMCID: PMC4611085 DOI: 10.3389/fpsyg.2015.01623] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2015] [Accepted: 10/07/2015] [Indexed: 11/13/2022] Open
Abstract
Studies investigating the life satisfaction of intellectually gifted and non-gifted students are scarce and often suffer from methodological shortcomings. We examined the life satisfaction of gifted and non-gifted adolescents using a rather unselected sample of N = 655 German high-school students (n = 75 gifted), adequate comparison groups of non-gifted students, and a clear definition of giftedness (general intelligence g > 2 SD above the mean). There was no difference in life satisfaction between gifted and non-gifted adolescents (d < |0.1|). Girls reported somewhat lower life satisfaction scores than boys (d = 0.24). However, this result was not specific to giftedness but was instead found across the entire sample. Thus, gifted girls were not found to be especially unsatisfied with their lives. Our findings support previous research showing that giftedness is not a risk factor for impaired psycho-social well-being of boys or girls.
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Affiliation(s)
- Sebastian Bergold
- Department of Psychology, Technical University of Dortmund Dortmund, Germany
| | - Linda Wirthwein
- Department of Psychology, Technical University of Dortmund Dortmund, Germany
| | - Detlef H Rost
- Faculty of Psychology, Southwest University Chongqing Chongqing, China ; Department of Psychology, Philipps-Universität Marburg Marburg, Germany
| | - Ricarda Steinmayr
- Department of Psychology, Technical University of Dortmund Dortmund, Germany
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Foley-Nicpon M, Assouline SG. Counseling Considerations for the Twice-Exceptional Client. JOURNAL OF COUNSELING AND DEVELOPMENT 2015. [DOI: 10.1002/j.1556-6676.2015.00196.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Megan Foley-Nicpon
- Department of Psychological and Quantitative Foundations; University of Iowa
| | - Susan G. Assouline
- Department of Psychological and Quantitative Foundations; University of Iowa
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Meier E, Vogl K, Preckel F. Motivational characteristics of students in gifted classes: The pivotal role of need for cognition. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2014.04.006] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Gender and gender role differences in Domain-Masculine Intelligence and Beliefs about Intelligence: A study with Mensa UK members. PERSONALITY AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.paid.2012.05.039] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Wirthwein L, Rost DH. Focussing on overexcitabilities: Studies with intellectually gifted and academically talented adults. PERSONALITY AND INDIVIDUAL DIFFERENCES 2011. [DOI: 10.1016/j.paid.2011.03.041] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Wirthwein L, Rost DH. Giftedness and subjective well-being: A study with adults. LEARNING AND INDIVIDUAL DIFFERENCES 2011. [DOI: 10.1016/j.lindif.2011.01.001] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Emotional experiences during test taking: Does cognitive ability make a difference? LEARNING AND INDIVIDUAL DIFFERENCES 2007. [DOI: 10.1016/j.lindif.2006.12.002] [Citation(s) in RCA: 53] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory. PERSONALITY AND INDIVIDUAL DIFFERENCES 2006. [DOI: 10.1016/j.paid.2005.06.022] [Citation(s) in RCA: 99] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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