Environmental Factors and Personal Characteristics Interact to Yield High Performance in Domains

Abstract

Outstanding human performance continues to intrigue experts and the public; however, the focus is often on the individual performer or producer with scant attention given to the additive part played by circumstances and contexts. Using general theories of development (e.g.

Gifted Classroom Environments and the Creative Process: A Systematic Review

“…Product evaluation should be undertaken with the goal of engaging high-ability students in the constant process of critical reflection and self-evaluation (Hagge, 2017; Hines et al, 2019; Sawyer, 2012). For example, mentorship between high-ability students and professionals (Renzulli & Reis, 2012; Subotnik et al, 2011) can help high-ability learners through feedback that acknowledges the systems (e.g., gatekeepers; Sternberg, 2018; Big-C culture; Hennessey, 2015) that guide innovation in the domain (Kettler & Puryear, 2016; Knotek & Babinski, 2018; Meyer et al, 2021; Subotnik et al, 2019). Expertise theorists contend that knowledgeable coaching, deliberate practice, and growth-focused feedback are the keys to progressing in a talent domain and sustaining the motivation required to reach eminence (Ericsson & Pool, 2016).…”

“…Dai (2017) emphasizes the fact that “environmental press” (e.g., opportunities, challenges) and “socio-cultural mediation” (e.g., resources, tools, values; p. 176) are external influences that can help or hinder the interaction of ability, psychosocial skills, and creativity in the talent development process. The environment must support the specific talent domain and creativity within that domain for the individual to progress to competence and expertise (Dai, 2017; Subotnik et al, 2019).…”

“…Developing creative thinking in the classroom requires the use of creative pedagogy, which includes teaching methods and practices that encourage creativity (Kettler et al, 2018). Subotnik et al (2019) pointed out that educators and students must understand the metacognitive aspects of knowing how to play "the game" in a particular field of study, which includes an understanding that the "rules of the game" are continually in flux, and can be adapted. Creative pedagogy requires modeling an active learning process that works in a sequence and includes gaining knowledge, critiquing knowledge claims, examining evidence and perspectives (e.g., lateral thinking; de Bono, 1985), engaging in reflection and conversation (Kettler et al, 2018), and searching for alternative explanations and solutions (Scardamalia & Bereiter, 2006).…”

“…Subotnik et al (2019) asserted that “being creative requires courage, self-confidence, concentration, preparing for setbacks, and knowing how the ‘game’ is played” (p. 6). The development of these psychosocial skills requires supportive classrooms and the intentional cultivation of creativity.…”

High Performance no Brasil: Uma Revisão Sistemática

“…Subotnik (2019) vai referir high performance ao cumprimento de parâmetros de desempenho excepcional para cada estágio de uma trajetória de desenvolvimento de talentos (Subotnik et al, 2017), conforme determinado por especialistas e peritos nos domínios. Assim, performance é um processo de desenvolvimento de talento no qual o indivíduo, para passar de um estágio para outro, deve demonstrar crescimento ou aprimoramento (Subotnik et al, 2019). Warrel et al (2016) vão definir performance como sendo o que está visivelmente na extremidade superior da distribuição em um domínio de talentos, mesmo em relação a outros indivíduos que demonstrem performance nesse domínio.…”