Using the Student Life Stress Inventory and the Coopersmith Self-Esteem Inventory, stressors and reactions to stressors were identified in gifted high school students and compared with non-gifted students. Altogether, 340 boys and girls (156 gifted and 184 non-gifted students) from four high schools in Shiraz (two high schools for gifted and two for non-gifted students) took part. Although ther...

introduction. iranian talented university students who take term averages below 17 for at least twice can’t use facilities of educational legislation for gifted and talented students in universities. this study deals with validity of this rule. methods. renzullis three ring conception of giftedness was selected as gifted definition. obtaining grade point averages equal or more than 15 was regar...

This study analyzes the effects of individual achievement and achievement level of student reference group on test anxiety in a national sample of 769 gifted Israeli students (grade levels 4-9), which was previously investigated by Zeidner and Schleyer (1999a). We hypothesized that when controlling for individual achievement, students' experiences of test anxiety should increase with the increa...

Some gifted students have specific literacy learning disabilities in areas such as reading, writing and spelling. The present study uses a ‘differentiated models of giftedness and talent’ framework to examine the learning characteristics of these students. The students, 65 gifted primary school students in Melbourne, had a disability in literacy performance in at least one of reading prose accu...

A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia i...

Studies investigating the life satisfaction of intellectually gifted and non-gifted students are scarce and often suffer from methodological shortcomings. We examined the life satisfaction of gifted and non-gifted adolescents using a rather unselected sample of N = 655 German high-school students (n = 75 gifted), adequate comparison groups of non-gifted students, and a clear definition of gifte...

using 3 psychological scales, this study examined the level of emotional intelligence, moral judgment, and leadership of more than 200 gifted high school students who participated in an accelerative academic program or an enrichment leadership program through a university-based gifted institute. Major findings include that on emotional intelligence, gifted males were comparable to students in t...

Individuals respond to threats to affiliation and achievement needs through drawing on a repertoire of coping strategies specific to a given situation. Gifted adolescents in college-preparatory high school programs may be faced with novel stressors, and may have unique coping strategies to manage these challenges. The current study considers responses to surveys of stress and coping as well as ...

According to the United Nations Educational, Scientific and Cultural Organisation’s (2000) “Education for All” goals, all students are entitled to opportunities to fulfil their potential. This implies that appropriate programs need to be in place for all children, especially gifted Aboriginal students. Accordingly, this means that all educational institutions in Australia have an obligation to ...

objective: the present study has been carried out to compare the social competence in two group students with intellectual disability (id) and gifted. method: this research was kind of descriptive research with 2 comparative groups. 100 gifted and intellectual disability (id) students aged 12 to 13 years (50 gifted & 50 id) were selected randomly as statistical sample. for the assessment of soc...