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Mofield, Emily; Parker Peters, Megan – Journal for the Education of the Gifted, 2019
The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers (n = 15) and gifted achievers (n = 169) in Grades 6 to 8 and examined the relationship…
Descriptors: Underachievement, Personality Traits, Academically Gifted, High Achievement
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Gallagher, Shelagh A. – Journal for the Education of the Gifted, 2019
Students' personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at…
Descriptors: Epistemology, Middle School Students, Academically Gifted, Grade 6
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Park, Sunhee; Callahan, Carolyn M.; Ryoo, Ji Hoon – Journal for the Education of the Gifted, 2016
The psychometric qualities of the six- and eight-item implicit theories of intelligence scales that Dweck suggested were compared using a confirmatory factor analysis with data from 239 gifted students (100 students in Grades 5-7, 139 students in Grades 8-11). The results indicate that the six-item scale fits the data better than the eight-item…
Descriptors: Psychometrics, Intelligence Tests, Factor Analysis, Comparative Analysis
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Cross, Jennifer Riedl; Bugaj, Stephen J.; Mammadov, Sakhavat – Journal for the Education of the Gifted, 2016
This study examined identification with school among middle school students and its relationship with academic crowd membership, a public expression of one's academic orientation. Of the 127 Grade 6 to 8 students in the sample, 55 reported participation in a gifted program; 44% of these gifted students did not claim affiliation with the academic…
Descriptors: Academically Gifted, Middle School Students, Identification (Psychology), Group Membership
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Samardzija, Nadine; Peterson, Jean Sunde – Journal for the Education of the Gifted, 2015
The purpose of this phenomenological qualitative study was to explore how academically gifted eighth graders experience learning, with special attention to learning and classroom preferences. Twenty-three students were interviewed individually. The central phenomenon was that their learning preferences were complex, nuanced, and idiosyncratic, and…
Descriptors: Academically Gifted, Grade 8, Student Attitudes, Preferences
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Mofield, Emily L.; Parker Peters, Megan – Journal for the Education of the Gifted, 2015
Overexcitabilities and perfectionism are often discussed within the context of gifted education, given that both are observed among gifted individuals. The present research (a) explored the relationships between overexcitabilities and dimensions of healthy and unhealthy perfectionism and (b) determined the extent to which overexcitabilities are…
Descriptors: Academically Gifted, Personality Traits, Psychological Patterns, Adolescents
Mammadov, Sakhavat; Topçu, Abdullah – Journal for the Education of the Gifted, 2014
This qualitative inquiry presents the case study of five gifted eighth-grade students who engaged in an e-mentoring project in mathematics. The study reported in this article investigated the role of e-mentoring in gifted students' academic life. Three themes predominated in the collected data were (a) motivation, (b) effective communication and…
Descriptors: Mentors, Gifted, Mathematics Education, Qualitative Research
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Swanson, Julie Dingle; Lord, E. Wayne – Journal for the Education of the Gifted, 2013
This article links research and practice through discussion of policy's conceptual aspects illustrated through real-world examples. Gifted education policy essentials, identification, curriculum and services, personnel preparation, and program management, assessment, and evaluation are described. Examples from studies of one state help the reader…
Descriptors: Theory Practice Relationship, Educational Policy, Legislation, Court Litigation
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Olthouse, Jill M. – Journal for the Education of the Gifted, 2012
Through a qualitative research design, the author explored how eight talented young creative writers related to their craft. The construct, "relationship with writing," emerged as the study's overarching theme; this theme includes students' influences, goals, values, identity, and emotions as these relate to writing. The findings indicated…
Descriptors: Qualitative Research, Creative Writing, Educational Environment, Gifted
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Weckbacher, Lisa Marie; Okamoto, Yukari – Journal for the Education of the Gifted, 2012
The study explored the relationship between types of spatial experiences and spatial abilities among 13- to 14-year-old high academic achievers. Each participant completed two spatial tasks and a survey assessing favored spatial activities across five categories (computers, toys, sports, music, and art) and three developmental periods (early…
Descriptors: High Achievement, Measures (Individuals), Student Surveys, Developmental Tasks
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Gadanidis, George; Hughes, Janette; Cordy, Michelle – Journal for the Education of the Gifted, 2011
In this paper we report on a study of a short-term mathematics program for grade 7-8 gifted students that integrated open-ended mathematics tasks with the arts (poetry and drama) and with technology. The program was offered partially online and partially in a classroom setting. The study sought to investigate (a) students' perceptions of their…
Descriptors: Student Attitudes, Academically Gifted, Grade 7, Grade 8
Fiebig, Jennifer Nepper; Beauregard, Erin – Journal for the Education of the Gifted, 2011
This study assessed 43 gifted adolescent females in the United States and Germany over a 4-year period (in 7th or 8th grade and again during the 11th or 12th grade). Factors that were examined included the daughter's career selection, the prestige level and the education required to pursue that career, and the impact of the mother's gender role…
Descriptors: Academically Gifted, Females, Sex Role, Occupational Aspiration
Terry, Alice W.; Panter, Thomas – Journal for the Education of the Gifted, 2011
Bringing history alive in one Southern, suburban middle school, this application of community-action service-learning and Artful Learning is chronicled from inception to conclusion. This qualitative participatory action research study explored the effects of this program on 8th-grade gifted students. The purpose of the study was to examine one…
Descriptors: Altruism, Academically Gifted, Action Research, Self Efficacy
Peine, Marie E.; Coleman, Laurence J. – Journal for the Education of the Gifted, 2010
Gifted children often complain about waiting in class to learn. A qualitative study of 16 children in elementary and middle school in grades 1-8 revealed that sitting and waiting was a universal ingredient of being gifted in those regular classrooms. Children experienced 3 kinds of waiting: school/classroom, instructional, and assignment. Grounded…
Descriptors: Grounded Theory, Classroom Techniques, Gifted, Grade 1
Brulles, Dina; Saunders, Rachel; Cohn, Sanford J. – Journal for the Education of the Gifted, 2010
Although experts in gifted education widely promote cluster grouping gifted students, little empirical evidence is available to attest to its effectiveness. This study is an example of comparative action research in the form of a quantitative case study that focused on the mandated cluster grouping practices for gifted students in an urban…
Descriptors: Academically Gifted, Action Research, Mathematics Achievement, Cluster Grouping
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