An analysis of contemporary motivation theories reveals implications for gifted and talented students. The expectancy-value framework, intrinsic-extrinsic motivation theories, goal orientations, self-efficacy and other self-perceptions, and attribution theory are described and discussed with respect to implications for the psychology and education of gifted and talented students. Illustrative e...

The present study was conducted to compare personality structure and creative potential of male and female academically gifted students. The sample of study was drawn randomly from different professional colleges and academic colleges of the valley of J and K state. The investigators used two valid and reliable tools to collect data from the sample subjects. The data was exposed to various stat...

Despite the vital role of the referral as the “gatekeeper” process through which students become eligible for official evaluation for entry into gifted programs, it remains poorly understood. An examination of the gifted education literature reveals a paucity of research in this area. This is especially troubling and indeed surprising given the field’s well-documented struggle to identify and s...

The theory of work adjustment was used as a conceptual framework in evaluating the concept of multipotentiality, taken from the psychological literature on counseling intellectually gifted individuals (viz., those with high-fiat ability and preference profiles that may lead to career indecision and distress). An examination of over 1,000 intellectually gifted students (top 1%) in 4 separate coh...

Gifted student population is a group of individuals with specific and unique learning needs. Due to their uniqueness, the students always face problems in mainstream educational system. Teachers of gifted students need to be proactive and creative in preparing their teaching plans, methodologies, and materials, in order to ensure that the learning process is going to be effective to the student...

Students who are both gifted, and learning disabled, face challenges that most of their peers do not. Their disabilities and their strengths are often overlooked. Teachers may only focus on a student’s weakness and fail to see high intelligence, or the giftedness may mask the disability and cause the child to appear average. Even when they are correctly identified, gifted and learning disabled ...

Over the past two decades in Australia, the field of gifted education has expanded considerably. The term ‘giftedness’ has effectively entered mainstream discourse. The field of gifted education, which nowadays operates as a compensatory function of mass education, is comprised of groups of people who broadly share in the concept of giftedness but contest, through discourse, its meanings and pr...

Parents of gifted children often consider themselves both blessed and cursed. Although giftedness entails many strengths, there are a variety of external and internal factors that contribute to struggles in the emotional and social experiences of gifted children and their families (Moon & Hall, 1998). The purpose of this article is to provide the information needed to help family counselors bec...

This study investigated the receptive and productive vocabulary command of learners based on their willingness to communicate (WTC) and critical thinking skill. The study also aimed to compare gifted and non-gifted learners in terms of the above-mentioned variables. To this end, 112 gifted and non-gifted Iranian EFL learners were picked out and given four instruments (W...

Educators exert a tremendous influence on gifted children’s academic and socialemotional development, thus their perceptions of these students is critical. Many factors are associated with a successful classroom experience for the gifted child, and the classroom teacher plays a vital role in that success. The teacher influences not only the academic side of classroom life, but the personal one ...