ABSTRACT Parents of highly to profoundly gifted (HG/PG) children face unique challenges that remain underexplored in the literature, particularly during the early years. This exploratory qualitative study examined the experiences, challenges, and needs of parents of HG/PG children related to their child’s social and emotional development. Guided by an interpretive phenomenological framework, semi-structured interviews were conducted with 12 parents of children aged 5–8 identified through formal evaluation and assessment as demonstrating exceptionally advanced intellectual ability. Data were analyzed using thematic analysis. Two of the four themes that emerged are highlighted in this paper: (a) seeking community and support, and (b) misunderstandings and misconceptions of HG/PG children. The findings revealed parents’ feelings of isolation and the need for reliable information and professional guidance. Misunderstandings from educators, family, and the public further contributed to stress and feelings of loneliness. These findings suggest a need for parent access to trained counselors, school-based workshops, and access to networks and resources. Implications for practice and future research are discussed. The study adds to our understanding of what it means to raise a highly or profoundly gifted child and emphasizes the value of providing families with the resources and understanding they need.

ABSTRACT Previous research reported that gifted students tend to be more creative than their nongifted peers, which is consistent with some conceptualizations of giftedness that are inclusive of creativity. The first objective of this meta-analysis was to compare the performance difference between gifted and nongifted students in creative potential, as assessed by divergent thinking (DT) tests. The second objective was to test whether or not differences between gifted and nongifted students vary as a function of culture, gender, age, the definition of giftedness, testing conditions, originality scoring method, test instructions, document type (peer-reviewed articles vs. theses/dissertations), publication language, DT test and DT indices used, and task modality. A three-level multivariate meta-analysis was performed with 358 effect sizes from 54 studies and a total sample size of 12,526. Results indicate that gifted students showed moderate-to-large levels of DT relative to their nongifted peers (g = .658, 95% [.504, .811], p < .001). Data were heterogeneous, Q T = 2,898, I 2 = 87.6%. Only one moderator significantly explained the variability in the mean effect size: culture (East vs. West vs. Other non-West vs. Africa). The difference in DT performance was significantly larger in studies conducted in Eastern and other non-Western cultures than in Western cultures. The practical implications and limitations of the current study are discussed.

ABSTRACT Mentoring is an educational strategy. One of the uses of mentoring is to support gifted students’ academic or socio–emotional development. This systematic review offers an overview of the results of research concerning mentoring gifted students’ academic achievement and socioemotional outputs. Articles were identified from core collections of Web of Science, SCOPUS, ERIC and ProQuest. A total of 24 empirical studies were included using the review’s inclusion criteria. The most used methodology design has been found as qualitative methods. Mentoring practices have been conducted over a wide range of durations, from 3 weeks to 4 years. Implementations have been carried out through face-to-face, online, or hybrid programs. This research suggests that while the mode of implementation does not have a clear impact on outcomes, the duration of the intervention is found to be a significant factor in the development of students’ academic results and socio-emotional skills, such as self-confidence. The findings are discussed to provide a comprehensive insight into existing literature.

ABSTRACT Self-esteem is a positive state of mind that enables adolescents to see themselves as valuable, successful, and worthy of love. Adolescents with high self-esteem exhibit greater self-confidence, enhanced social adaptability, and higher levels of happiness and success. While numerous studies examine self-esteem among typical adolescents, research on self-esteem in gifted adolescents still needs to be completed. This study aims to systematically analyze studies on self-esteem in gifted adolescents, examining their bibliometric characteristics. Accordingly, a literature search was conducted in the Web of Science and Scopus databases from April 2023 to August 2024 using the keywords “Self-esteem,” “Gifted,” and “Adolescent,” and a sample of 10 studies was selected based on sampling criteria. The review was performed using document analysis and bibliometric mapping techniques. Findings indicate that all selected studies utilized quantitative research methods and identified self-esteem as an important factor influencing the mental health of gifted adolescents. The bibliometric analysis revealed that most studies were conducted in France, with the most frequently cited study being by Foley-Nipcon et al. (2012), published in the journal L’Encéphale. The impact of self-esteem on the mental health of gifted adolescents and the factors influencing self-esteem in this population remain relevant research areas.

ABSTRACT Systemic and learning resource-oriented talent development emphasizes interplays of resources such as the law of the minimum, which states that the least resource limits talent development. In the present study, 1693 Sudanese students completed the Questionnaire for Educational and Learning Capital. First, the factorial validity was confirmed. Subsequently, four hypotheses regarding the law of the minimum were tested and partially confirmed: (1) The minimum of exogenous learning resources (in the environment of the students) explained substantial proportions of the variance of endogenous learning resources (within the students). (2) The minimum exogenous resource explains a similar amount of variance within endogenous learning resources than a mean of several minimum scores. (3) Additional compensation possibilities did explain significantly more variance of the endogenous resources than just the law of the minimum. (4) In line with the law of the minimum paradox, a cluster analysis identified a group of students with higher correlated learning resources (less well adapted system) than a second group of students. The results are discussed to encourage further research into systemic interplays of learning resources and ideas toward a systemic gifted and talented education.

ABSTRACT In a science, technology, engineering, and mathematics (STEM)-focused world, understanding and nurturing mathematical talent are crucial for fostering innovation and meeting future demands. This study aims to deepen the understanding of mathematical talent by identifying the cognitive factors essential for its manifestation. The study involved an initial screening of 673 high school students aged 12–19 years from an Uruguayan educational institution. Of these, 76 were identified as gifted based on cognitive aptitude and creativity assessments. To pinpoint those with mathematical talent, these students subsequently undertook a Mathematics Olympiad test and additionally reported their flow state during problem solving. Using a necessary condition analysis (NCA) approach, we identified the critical factors required for the manifestation of mathematical talent. Our findings indicate that creativity is not essential for mathematical talent. However, NCA revealed that moderate levels of abstract reasoning, numerical aptitude, and flow state, along with high levels of spatial ability, are necessary for mathematical talent. These necessary conditions enable the initial emergence of mathematical talent and serve as critical foundations for its subsequent development. These findings highlight the need for evidence-based educational policies and strategies to support mathematically talented students and ensure their potential contribution to a stronger and more inclusive STEM workforce.

ABSTRACT Physical Education (PE) is being increasingly recognized for its potential to enhance holistic student development. However, literature currently exhibits a notable gap concerning how PE educators perceive and address the unique needs of gifted students. A qualitative approach was employed to capture the perspectives, experiences, and practices of 119 educators in relation to their gifted students. Findings showed a spectrum of perceptions, organized into four categories: perception of giftedness, PE importance, need of training and specialization on giftedness, and comparison between PE and other disciplines. The insights drawn spotlight the imperative for targeted pedagogical strategies and training modules, ensuring that the potential of PE in fostering the cognitive, emotional, and social facets of gifted students is harnessed.

ABSTRACT The present study examined the role of psychosocial factors in shaping the mathematics performance and future occupational expectations of mathematically gifted adolescents by leveraging data from the Programme for International Student Assessment 2022. The findings revealed significant sex differences in how psychosocial factors predicted mathematics performance. Notably, mathematics anxiety significantly predicted performance for males but not for females. Furthermore, mathematics performance was a strong predictor of future occupational expectations with males demonstrating slightly more positive expectations than females. These results could suggest the need for differentiated educational strategies to address sex-specific psychosocial influences where, therefore, we offer valuable insights for policymakers and educators seeking to support mathematically gifted adolescents. The implications, limitations, and future research directions are discussed.

ABSTRACT The relationship between physical activity and physical abilities among academically gifted students is a topic of interest in both popular culture and research. This review examines the intersection of academic giftedness and physical activity, focusing on the definitions of academically gifted students, research methodologies employed, and the students’ engagement with physical activity. The findings suggest that academically gifted students participate in physical activities, including organized sports, at levels comparable to their peers. However, some studies indicate that these students tend to have lower physical self-concept, which may influence their physical activity habits. There is considerable variation in the methodologies and definitions used to identify academically gifted students, including teacher and parent nominations and local identification processes. Notably, the research is mainly atheoretical, dominated by quantitative studies with cross-sectional designs, and no studies solely employqualitative approaches. The measurement of physical activity lacks scientific rigor. To advance understanding, future research should prioritize theoretically guided studies with stronger methodology and designs. This shift would provide deeper insights into the factors shaping the physical activity engagement of academically gifted students, the challenges they encounter, and the implications for their overall development and learning.

ABSTRACT This study analyzed age-related peak performance in judo athletes with visual impairments across five Paralympic Games editions, focusing on sex, weight categories, sport classes, and competitive achievement. Data were collected from the official results books of the Athens 2004 to Tokyo 2020 + 1 Games, including 479 athletes (212 females, 267 males). The analysis examined factors such as the Paralympic edition, sex, competitive achievement, weight category, and sport class. Results revealed that the peak performance age was 29 years for males and 28 years for females, with no significant difference between sexes. However, significant differences were found in age by weight category for both sexes (females: p = 0.005; males: p = 0.006) and by sport class for males (p = 0.022). Additionally, age varied significantly between Paralympic editions for both females (p < 0.001) and males (p = 0.014). The majority of athletes in both groups were aged up to 30 years (females: p = 0.002; males: p = 0.027). The study concluded that age at peak performance in judo for athletes with visual impairments is significantly influenced by weight categories (both groups), sport classes (males only), and the specific Paralympic edition (both groups). Most athletes reached their peak performance around 30 years old.