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The Journal of Genetic Psychology
Research and Theory on Human Development
Volume 129, 1976 - Issue 2
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Original Articles

Personality Characteristics of Gifted Israeli Children

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Pages 185-194 | Published online: 04 Sep 2012

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Read on this site (9)

Catherine A. Masden, Olivia N. Leung, Bruce M. Shore, Barry H. Schneider & Stephen J. Udvari. (2015) Social-perspective coordination and gifted adolescents’ friendship quality. High Ability Studies 26:1, pages 3-38.
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Moshe Zeidner & Inbal Shani-Zinovich. (2013) Research on Personality and Affective Dispositions of Gifted Children: The Israeli Scene . Gifted and Talented International 28:1-2, pages 35-50.
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Wilma Vialle, PatrickC. L. Heaven & Joseph Ciarrochi. (2007) On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study. Educational Research and Evaluation 13:6, pages 569-586.
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Moshe Zeidner & Esther Jane Schleyer. (1999) Test Anxiety in intellectually gifted school students. Anxiety, Stress, & Coping 12:2, pages 163-189.
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Lannie Kanevsky. (1995) Learning potentials of gifted students. Roeper Review 17:3, pages 157-163.
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Ban Eng Goh & JohnF. Feldhusen. (1994) A CROSS CULTURAL STUDY OF LEADERSHIP, SOCIAL MATURITY AND CREATIVE POTENTIAL IN ADOLESCENTS. European Journal of High Ability 5:1, pages 39-48.
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Janice Killian. (1983) Personality characteristics of intellectually gifted secondary students. Roeper Review 5:3, pages 39-42.
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RobertaM. Milgram & NormanA. Milgram. (1977) The Effect of Test Content and Context on the Anxiety-Intelligence Relationship. The Journal of Genetic Psychology 130:1, pages 121-127.
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Articles from other publishers (34)

Emma Tourreix, Maud Besançon & Corentin Gonthier. (2023) Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature. Journal of Intelligence 11:7, pages 141.
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S. Tordjman, L. Vaivre-Douret, S. Chokron & S. Kermarrec. (2018) Les enfants à haut potentiel en difficulté : apports de la recherche clinique. L'Encéphale 44:5, pages 446-456.
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Hugo Peyre, Franck Ramus, Maria Melchior, Anne Forhan, Barbara Heude & Nicolas Gauvrit. (2016) Emotional, behavioral and social difficulties among high-IQ children during the preschool period: Results of the EDEN mother–child cohort. Personality and Individual Differences 94, pages 366-371.
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. 2014. Les surdoués ordinaires. Les surdoués ordinaires 255 273 .
F. Guénolé, J. Louis, C. Creveuil, C. Montlahuc, J.-M. Baleyte, P. Fourneret & O. Revol. (2013) Étude transversale de l’anxiété trait dans un groupe de 111 enfants intellectuellement surdoués. L'Encéphale 39:4, pages 278-283.
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Timothy W. Jones. (2013) Equally cursed and blessed: Do gifted and talented children experience poorer mental health and psychological well-being?. Educational and Child Psychology 30:2, pages 44-66.
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Moshe Zeidner & Inbal Shani-Zinovich. (2011) Do academically gifted and nongifted students differ on the Big-Five and adaptive status? Some recent data and conclusions. Personality and Individual Differences 51:5, pages 566-570.
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Moshe Zeidner & Esther Jane Schleyer. (1999) The Effects of Educational Context on Individual Difference Variables, Self-Perceptions of Giftedness, and School Attitudes in Gifted Adolescents. Journal of Youth and Adolescence 28:6, pages 687-703.
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Moshe Zeidner & Esther Jane Schleyer. (1999) Evaluating the effects of full-time vs part-time educational programs for the gifted: affective outcomes and policy considerations. Evaluation and Program Planning 22:4, pages 413-427.
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Moshe Zeidner & Esther Jane Schleyer. (1999) The Big-Fish–Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children. Contemporary Educational Psychology 24:4, pages 305-329.
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Josie Tong & Carolyn Yewchuk. (2016) Self-Concept and Sex-Role Orientation in Gifted High School Students. Gifted Child Quarterly 40:1, pages 15-23.
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Detlef H. Rost & Tatiana Czeschlik. (1994) The psycho-social adjustment of gifted children in middle-childhood. European Journal of Psychology of Education 9:1, pages 15-25.
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Robert D. Hoge & Joseph S. Renzulli. (2016) Exploring the Link Between Giftedness and Self-Concept. Review of Educational Research 63:4, pages 449-465.
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Janet C. Richards & Joan P. Gipe. (2016) Spelling Lessons for Gifted Language Arts Students. TEACHING Exceptional Children 25:2, pages 12-15.
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Paul J. Brounstein, William Holahan & Julia Dreyden. (2006) Change in Self‐concept and Attributional Styles Among Academically Gifted Adolescents 1 . Journal of Applied Social Psychology 21:3, pages 198-218.
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Robert D. Hoge & Robert McSheffrey. (2016) An Investigation of Self-Concept in Gifted Children. Exceptional Children 57:3, pages 238-245.
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KEVIN R. KELLY & LaVERNE K. JORDAN. (1990) Effects of Academic Achievement and Gender on Academic and Social Self-Concept: A Replication Study. Journal of Counseling & Development 69:2, pages 173-177.
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Tony ColeJr.Jr. & Gary L. Sapp. (2016) Stress, Locus of Control, and Achievement of High School Seniors. Psychological Reports 63:2, pages 355-359.
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Paula M. Olszewski-Kubilius, Marilynn J. Kulieke & Noma Krasney. (2016) Personality Dimensions of Gifted Adolescents: A Review of the Empirical Literature. Gifted Child Quarterly 32:4, pages 347-352.
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Barry H. SchneiderBarry H. Schneider. 1987. The Gifted Child in Peer Group Perspective. The Gifted Child in Peer Group Perspective 71 84 .
Karen B. Rogers. (2022) Do the Gifted Think and Learn Differently? A Review of Recent Research and Its Implications for Instruction. Journal for the Education of the Gifted 10:1, pages 17-39.
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Linda E. Brody & Camilla Persson Benbow. (1986) Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning. Journal of Youth and Adolescence 15:1, pages 1-18.
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Paul M. Janos, Hellen C. Fung & Nancy M. Robinson. (2016) Self-Concept, Self-Esteem, and Peer Relations Among Gifted Children Who Feel "Different". Gifted Child Quarterly 29:2, pages 78-82.
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David Willings. (2016) The Gifted at University. Gifted Education International 3:1, pages 24-31.
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Roberta M. Milgram. (2016) Creativity in Gifted Adolescents: A Review. Journal for the Education of the Gifted 8:1, pages 25-42.
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Barbara M. Byrne. (2016) The General/Academic Self-Concept Nomological Network: A Review of Construct Validation Research. Review of Educational Research 54:3, pages 427-456.
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Gretchen Ludwig & Douglas Cullinan. (2016) Behavior Problems of Gifted and Nongifted Elementary School Girls and Boys. Gifted Child Quarterly 28:1, pages 37-39.
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Nicholas P. Karamessinis. (1980) Personality and Perceptions of the Gifted. G/C/T 3:3, pages 10-13.
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C. Tomlinson-Keasey & Cheryl Smith-Winberry. (2016) Educational Strategies and Personality Outcomes of Gifted and Nongifted College Students. Gifted Child Quarterly 27:1, pages 35-41.
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Beth Franks & Lawrence Dolan. (2016) Affective Characteristics of Gifted Children: Educational Implications. Gifted Child Quarterly 26:4, pages 172-178.
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L.F. Lowenstein. (2016) Teachers' Effectiveness in Identifying Gifted Children. Gifted Education International 1:1, pages 33-35.
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Elyse Brauch Lehman & Carol J. Erdwins. (2016) The Social and Emotional Adjustment of Young, Intellectually-Gifted Children. Gifted Child Quarterly 25:3, pages 134-137.
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Andrew V Charles. (1980) Special Problems of the Precocious Child. Psychiatric Annals 10:10, pages 29-43.
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Roberta M. Milgram. (2016) Gifted Children in Israel: Theory, Practice, and Research. School Psychology International 1:3, pages 10-13.
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