Problem finding (PF) and divergent thinking (DT) are considered to be indicators of creative potential. Previous studies, with different goals, suggest a positive correlation between PF and DT. However, none of these works have explicitly examined which index of DT is more associated with PF. The current investigation examined the association between PF and three main indexes of DT: fluency, flexibility, and originality. It also tested whether such a relation differs based on task nature (verbal vs. figural). The sample consisted of 90 sixth graders who completed three tests: (a) a verbal DT test, (b) a figural DT test, and (c) a PF test. Correlational analysis showed that flexibility was highly correlated with PF in the verbal DT test, whereas originality was significantly correlated with PF in the figural test. Results of the path analysis confirmed the results from correlational analyses and showed that verbal flexibility strongly predicted PF fluency, flexibility, and originality more than any other variable. Likelihood ratio test showed that using 1 or 3% cutoff for scoring originality did not significantly altered the results in both figural and verbal DT (vs. PF), while the likelihood ratio test showed significant differences between the figural and verbal DT. Finally, predictor variables in the verbal DT accounted for 40–58% of the variance in PF skills, whereas predictor variables in the figural DT accounted for 28–37% of the variance in PF skills. As suggested by experts in the field of PF, the role of flexibility in PF is a fertile area to be considered in future studies.

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This meta-analysis examined the difference between gifted and non-gifted students in one of the most critical motivational constructs: self-efficacy - the “I can” belief. In total, 25 studies (m = 70; N = 42,736) were analyzed using a three-level meta-analytical approach. The unconditional model revealed the overall mean effect size was g = 0.54, SE = 0.107, 95% CI [0.326, 0.747], p < .001, which indicates that gifted students had moderately higher self-efficacy than their non-gifted peers. However, we observed symptoms of publication bias and small-study effects. After correction, the mean effect size was estimated at g = 0.26, SE = 0.109, 95% CI [0.047, 0.476], p = .032, thus indicating a small to moderate difference between the groups. Moderator analyses showed that the self-efficacy domains (academic and socio-emotional), sex, and age moderated the overall effect size obtained, while culture (East vs. West) and three self-efficacy domains (i.e., general, mathematical, and verbal) did not significantly differentiate the obtained effects. Educational implications and future directions are discussed.