This article investigates gender differences in 181 gifted and 181 average-ability sixth
graders in achievement, academic self-concept, interest, and motivation in mathematics …

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 …

Positive socioemotional outcomes and developments represent important educational
goals. Full-time ability grouping of gifted students has been criticized for potentially …

Threshold theory predicts that there is a weaker relationship between creativity and
intelligence for an IQ above 120 than for an IQ below 120. However, results from …

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 …

Stereotyping of gifted students may not only hinder identification and actualization of
potential but also personality development (“stigma of giftedness”). This is obvious in the …

Um intellektuell hochbegabte Kinder und Jugendliche angemessen fördern zu können, sind
eine rechtzeitige Diagnostik und fundierte Beratung unumgänglich. Das vorliegende Buch …

Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique
academic and social challenges, yet little research has been conducted with this population …

Stereotypes influence teachers' perception of and behaviour towards students, thus shaping
students' learning opportunities. The present study investigated how 315 Australian pre …

Terman's study was the first to systematically document the lives of the intellectually gifted.
This cross-sectional study replicates and extends some of Terman's findings on …