This paper scrutinizes giftedness and gifted learners under the implications of multiple intelligence theory with regard to coaching young scientists. It is one of the pluralistic theories toward intelligence while supporting to view individuals as active participants during teaching and learning processes which correspond with the applications of gifted education. The history and general characteristics of the theory is explained to figure out why using multiple intelligence theory is beneficial for gifted learners, candidate of young scientists of the future under the reflection of some sample activities. Although benefits of the theory for the aforementioned era have been talked comprehensively, there are some criticisms toward theoretical perspectives and its applications, especially in Turkey. Generally, the paper tries to contribute the literature on the issue of gifted education by pointing out the use of multiple intelligence theory in several domains.

The current research investigated the psychometric characteristics of the Turkish adaptation of the Teacher Emotions Scale (TES). Study I included a sample of 164 Turkish middle school teachers, and Study II included a sample of 222 mathematics teachers. The three-emotion factor model was confirmed in both studies with satisfactory reliability estimates. This model was invariant across gender. In addition, the latent mean structure analyses revealed no significant differences in teacher emotions by gender. Regarding convergent validity, teacher emotion scores showed a significant relationship with teacher self-efficacy. Thus, the Turkish version of the TES demonstrated sound psychometric characteristics for measuring teachers’ academic emotions in educational contexts.

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