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King, Julie; Shute, Rosalyn; McLachlan, Angus – Roeper Review, 2019
Within a theoretical framework of cognitive dissonance, this phenomenological study explored Australian intellectually gifted pre-adolescent/early adolescents' experiences of asynchrony. The study focuses on mothers and sons. Eleven boys aged 10 to 14 years, and nine of their mothers, participated in semi-structured interviews. Seven boys reported…
Descriptors: Males, Phenomenology, Gifted, Psychological Patterns
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Krafchek, Jennifer; Kronborg, Leonie – Roeper Review, 2019
Previous studies have not examined the academic emotions experienced by academically high-achieving females with disordered eating. In this qualitative study, 14 academically high-achieving adult females who developed disordered eating in high school were interviewed. A content analysis of the interview transcripts revealed both the academic…
Descriptors: Academically Gifted, High Achievement, Females, Eating Disorders
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Courtinat-Camps, Amélie; Massé, Line; de Léonardis, Myriam; Capdevielle-Mougnibas, Valérie – Roeper Review, 2017
The objective of this research is to understand the diversity of gifted students' self-representations through self-portrait analysis. Two hundred twenty-seven French gifted students (intelligence quotient = 130; 45 girls, 182 boys), aged from 9 to 15 years completed the GPS instrument ("Genèse des Perceptions de Soi" [Genesis of the…
Descriptors: Foreign Countries, Portraiture, Gifted, Self Concept
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Bruce-Davis, Micah N.; Gilson, Cindy M.; Matthews, Michael S. – Roeper Review, 2017
Because of these learners' potential as future leaders, it is imperative that educators develop gifted students' ability to identify and solve complex social justice problems. Nourishing students' affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help…
Descriptors: Social Justice, Academically Gifted, Empathy, Affective Behavior
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Vidergor, Hava E.; Azar Gordon, Lea – Roeper Review, 2015
This study examined whether a self-contained gifted classroom meets the needs of its learners. Considering the existing and desired aspects, as perceived by students, teachers, and parents, it offers a unique lens forming a holistic in-depth view of the self-contained classroom. Forty-two participants took part in this study: 20 students, 15…
Descriptors: Gifted, Elementary School Students, Self Contained Classrooms, Educational Environment
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Wang, Clare Wen; Neihart, Maureen – Roeper Review, 2015
Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…
Descriptors: Foreign Countries, Self Concept, Self Efficacy, Academic Achievement
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Andronaco, Julie A.; Shute, Rosalyn; McLachlan, Angus – Roeper Review, 2014
Asynchrony is a theoretical construct that views the intellectually gifted child as inherently vulnerable because of disparities arising from the mismatch between his or her chronological age and mental age. Such disparities, for example, between wanting to belong but being intellectually out of step with peers, are said to give rise to a…
Descriptors: Academically Gifted, Peer Relationship, Psychological Patterns, Self Concept
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Yeo, Melissa Mui Mei; Garces-Bacsal, Rhoda Myra – Roeper Review, 2014
This study aimed at investigating the impact of entering high-ability classes on the academic self-concept of high-ability primary girls in Singapore. Participants in this study are 91 Primary 4 girls, 30 high-ability pupils, and 61 pupils from classes that include high-, middle-, and low-ability pupils. This study utilized a mixed-method…
Descriptors: High Achievement, Elementary School Students, Females, Self Concept
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Villatte, Aude; Courtinat-Camps, Amélie; de Léonardis, Myriam – Roeper Review, 2014
This study sought comprehension of several specifics concerning the self-concept of gifted high school students in France. Eighty-four gifted high school students (IQ = 130) between the ages of 13 and 18 were matched with 84 nongifted high school students possessing the same gender, family background, and academic characteristics. Each of these…
Descriptors: Foreign Countries, Classification, Self Concept, Adolescents
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Shechtman, Zipora; Silektor, Anat – Roeper Review, 2012
This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included…
Descriptors: Academically Gifted, Foreign Countries, Empathy, Interpersonal Competence
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Barber, Carolyn; Mueller, Conrad T. – Roeper Review, 2011
The purpose of this study is to examine the social and self-perceptions of twice-exceptional "students", those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who…
Descriptors: Gifted, Learning Disabilities, Adolescents, Self Concept
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Gates, Jillian – Roeper Review, 2010
This article explored the effects of the labeling that has become commonplace in schools. Theories such as labeling theory, control theory, the Pygmalion effect, and stigma theory provide evidence of the power labeling has to negatively and positively affect children's beliefs about themselves as well as the perceptions others have of them.…
Descriptors: Academically Gifted, Educational Change, Special Needs Students, Labeling (of Persons)
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Little, Catherine A.; Kearney, Kelly L.; Britner, Preston A. – Roeper Review, 2010
Mentoring is widely advocated as an educational experience for academically talented students because mentors may provide stimulation for academic growth and serve as positive role models for students in areas of career interest. This study examined the experiences of 72 talented teenagers attending a university-based summer mentorship program.…
Descriptors: Mentors, Talent, Academically Gifted, Role Models
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Silverman, Linda Kreger – Roeper Review, 2009
Dabrowski's theory spoke to me at a very deep level of my being. It has been my guide to self-examination, allowing me to appreciate my intensity and to see the challenges in my life as opportunities for personal growth. For the last three decades, I have shared my passion for the theory with anyone who would listen. This article is about my…
Descriptors: Gifted, Counseling, Social Theories, Individual Development
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Jackson, P. Susan; Moyle, Vicky Frankfourth – Roeper Review, 2009
This article acknowledges Kazimierz Dabrowski as a foundational influence and inspiration for our work in supporting the development of highly gifted individuals. Our intention is to help disambiguate the ways this farsighted theory of global human development can be employed in uncommon and atypical profiles in the gifted population. Our focus is…
Descriptors: Gifted, Counseling, Personality Theories, Individual Development
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