Preface of the 2nd edition

Heller, Kurt A.; Mönks, Franz J.; Sternberg, Robert J.; Subotnik, Rena F.

doi:10.1016/b978-008043796-5/50001-2

Cited by 19 publications

(23 citation statements)

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“…Giftedness is a term commonly used in research. However, there is no widely accepted definition of the concept, and assumptions about and criteria for giftedness differ between theoretical models (Gagne, 1985; Sternberg and Zhang, 1995; Renzulli, 1999; Heller et al, 2000; Sternberg, 2003; Siegle and McCoach, 2005; Subotnik et al, 2011). Despite these differences, common features can be found in the models: there are multiple domains of giftedness (e.g., artistic, athletic, cognitive).…”

Section: Gifted Studentsmentioning

confidence: 99%

Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective

2019

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In the last decade, the Achievement Orientation Model (AOM) of Siegle and McCoach has often been used to quantitatively explore different pathways for academic achievement among intellectually gifted students in educational settings, mostly in secondary education. To study the dynamics of the different components in the AOM, we further examined the inhibiting and facilitating factors associated with academic achievement as experienced by well-performing and underperforming gifted students. Because the transition from elementary to secondary education is a crucial phase for intellectually gifted students, we selected students from the 7th and 8th grade, using purposive sampling. Six gifted students, three well-performing and three underperforming, from two different high schools participated in in-depth interviews. By capturing the lived experiences of six intellectually gifted students in this study, we were able to get more insight into the complex processes that relate to students’ (dis)engagement and (under)achievement in school. The findings underline the value of the AOM and stress the importance of taking learner perceptions into account.

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Section: Gifted Studentsmentioning

confidence: 99%

Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective

2019

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“…One article, however, reveals that gifted students are at no increased risk of underachievement and social-emotional difficulties than any other students (Heller, Monks, Sternberg, & Subotnik, 2000). As a result, further investigation is needed to better understand the risk factors faced by gifted students.…”

Section: The Nature Of Gifted Studentsmentioning

confidence: 99%

“…Gifted students with high asynchrony tend to be at higher risk of social-emotional difficulties as they are more likely to experience emotional and social strains. This is because students with high asynchrony are less likely to relate to age-related peers due to their advanced cognitive development (Gross, Macleod, Drummond, & Merrick, 2001;Heller et al, 2000;Manor-Bullock et al, 1995;Rimm et al, 1999;Robinson, 1996;Schroeder-Davis, 1999;Swiatek, 1998). Students with asynchrony are believed to be more isolated and experience problems making friends, which places them at a higher risk of developing depression and committing suicide (Jackson, 1998;Neihard et al, 2002).…”

Section: Asynchrony Developmentmentioning

confidence: 99%

The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students

Blaas

2014

Aust. j. guid. couns.

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Gifted students are a diverse minority group with high intelligence and talent whose needs are often unrecognised and unmet. It is believed that this group of students, from a range of backgrounds, socio-economic statuses and abilities, may experience a range of social-emotional difficulties, including peer exclusion, isolation, stress, anxiety, depression and destructive perfectionism. Literature also reveals that gifted and talented students are underachieving at school. Many educators do not recognise or meet the needs of gifted students as there is a false perception that they can look after themselves (Neihard, Reis, Robinson, & Moon, 2002). As research indicates, there is a positive correlation between poor social-emotional development and scholastic underachievement in gifted students (Australian Council for Educational Research, 2010;Queensland Government, 2013). While this may be true, there is limited understanding of how these variables influence one another. Many researchers believe that social-emotional difficulties cause school underachievement, whereas others argue that school underachievement results in social and emotional problems. Furthermore, many researchers dispute these arguments altogether, and believe that these problems are a result of external factors, including family, school, and community environments. Given these contrasting viewpoints, critical investigation is necessary in order to develop a more conclusive understanding of this relationship. This article aims to critically analyse the scope of the current literature, and provides recommendations for further research, as this may result in better development of programs to further support the social-emotional and academic needs of gifted students.

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“…This is termed having "innate talent" and is usually discussed with regard to musical or sporting talent. For example, Tranckle and Cushion (2006) in the sports arena and Gagne ' (2000) and Heller et al (2000) focus on gifted students in education. There are several common propositions about talent being innate (Sloboda, 1985), namely that: "... some definitions of talent are so vague that one is forced to ask what the point is of using the term "talent "at all."…”

Section: Contemporary Debates About Talented Individualsmentioning

confidence: 99%

What do we mean by the term “talent” in talent management?

Tansley

2011

Industrial and Commercial Training

293

252

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Purpose: The purpose of this article is to consider the ways the notion of "talent" has developed over many years, both historically and linguistically, in a number of European and non-European languages and in use in organisations, and its use in talent management. Design/methodology/approach: The information was gained from a literature review of key reports on talent management and a major review often organisations across sectors and by interviewing over 100 individuals involved in talent management programmes in the UK and abroad. Holden and Tansley also conducted a philological analysis of the word "talent" from both an historical and a linguistic-comparative perspective analysing publications by consultancies and articles in the management press considering both literal (denotative) definitions and metaphoric (connotative) associations of the term talent in English, noting contrasting usages of the word in other languages. Findings: There is no single or universal contemporary definition of "talent" in any one language; there are different organisational perspectives of talent. Current meanings of talent tend to be specific to an organisation and highly influenced by the nature of the work undertaken. A shared organisational language for talent is important. There is high level of influence of management consultants in the development of the term in managing people with unique knowledge and skills. Practical Implications: Organisational talent, in order that it can be identified and developed, must be visible, stimulated and nurtured, and the first step to this is to have an agreed organisational definition of talent.Social implications: Talent management that only recognises a narrow definition of talent negatively impacts on the full utilisation of a nation's talents. Originality/value: There are no other articles currently published which attempt to define talent from such an historical, linguistic, organisational and individual perspective.

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Preface of the 2nd edition

Cited by 19 publications

References 0 publications

Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective

Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective

The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students

What do we mean by the term “talent” in talent management?

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