Citations (98)
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Ramona Fimiani, Francesco Gazzillo, Nino Dazzi & Marshall Bush. (2022) Survivor guilt: Theoretical, empirical, and clinical features. International Forum of Psychoanalysis 31:3, pages 176-190.
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Jennifer Krafchek & Leonie Kronborg. (2020) The social coping of academically high-achieving females before the onset of disordered eating. Gifted and Talented International 35:2, pages 86-99.
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Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances R. Spielhagen, Maria Pereira Da Costa & Barry Hymer. (2019) A Cross-Cultural Study of the Social Experience of Giftedness. Roeper Review 41:4, pages 224-242.
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Jennifer Krafchek & Leonie Kronborg. (2018) Stressful Life Events Experienced by Academically High-Achieving Females Before the Onset of Disordered Eating. Roeper Review 40:4, pages 245-254.
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Amélie Courtinat-Camps, Line Massé, Myriam de Léonardis & Valérie Capdevielle-Mougnibas. (2017) The Heterogeneity of Self-Portraits of Gifted Students in France. Roeper Review 39:1, pages 24-36.
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Paula Olszewski-Kubilius, Rena F. Subotnik & Frank C. Worrell. (2016) Aiming Talent Development Toward Creative Eminence in the 21st Century. Roeper Review 38:3, pages 140-152.
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Tanja Gabriele Baudson & Johanna Fee Ziemes. (2016) The importance of being gifted: Stages of gifted identity development, their correlates and predictors. Gifted and Talented International 31:1, pages 19-32.
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Paula Olszewski-Kubilius, Rena F. Subotnik & Frank C. Worrell. (2015) Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains. High Ability Studies 26:2, pages 195-210.
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Jennifer Riedl Cross, Colm O’Reilly, Mihyeon Kim, Sakhavat Mammadov & Tracy L. Cross. (2015) Social coping and self-concept among young gifted students in Ireland and the United States: a cross-cultural study. High Ability Studies 26:1, pages 39-61.
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C. Owen lo. (2014) Labeling and Knowing: A Reconciliation of Implicit Theory and Explicit Theory Among Students with Exceptionalities. The Journal of Educational Research 107:4, pages 281-298.
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Jill M. Olthouse, Alan L. Edmunds & Adrienne E. Sauder. (2014) School Stories: How Do Exemplary Teen Writers Portray Academics?. Roeper Review 36:3, pages 168-177.
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Jill Olthouse. (2014) How Do Preservice Teachers Conceptualize Giftedness? A Metaphor Analysis. Roeper Review 36:2, pages 122-132.
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Selena Gallagher, Susen Smith & Peter Merrotsy. (2013) You Turn up the First Day and They Expect You to Come Back! Gifted Students’ Perspectives on School and Being Smart. Gifted and Talented International 28:1-2, pages 111-121.
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Carolyn Barber & Conrad
T. Mueller. (2011) Social and Self-Perceptions of Adolescents Identified as Gifted, Learning Disabled, and Twice-Exceptional. Roeper Review 33:2, pages 109-120.
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Jillian Gates. (2010) Children With Gifts and Talents: Looking Beyond Traditional Labels. Roeper Review 32:3, pages 200-206.
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Corine Cadle Meredith. (2009) Young, Gifted, and Female: A Look at Academic and Social Needs. Gifted and Talented International 24:2, pages 109-120.
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Violeta Arancibia, María Rosa Lissi & Marigen Narea. (2008) Impact in the school system of a strategy for identifying and selecting academically talented students: the experience of Program PENTA‐UC. High Ability Studies 19:1, pages 53-65.
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Regan Clark Foust, Holly Hertberg-Davis & CarolynM. Callahan. (2008) “Having it All” at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs. Roeper Review 30:2, pages 121-129.
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Regan Clark Foust & Keonya Booker. (2007) The Social Cognition of Gifted Adolescents. Roeper Review 29:5, pages 45-47.
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TracyL. Cross. (2005) Moving the discussion from pathology to context: An interview with Laurence J. Coleman
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LesliJ. Preuss & EricF. Dubow. (2004) A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor. Roeper Review 26:2, pages 105-111.
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Jacob J. Levy & Jonathan A. Plucker. (2003) Theory and Practice: Assessing the psychological presentation of gifted and talented clients: a multicultural perspective
. Counselling Psychology Quarterly 16:3, pages 229-247.
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Glenison Alsop. (2003) Asynchrony: Intuitively valid and theoretically reliable
. Roeper Review 25:3, pages 118-127.
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Mercia Coetzee & Emanuel J. Spamer. (2002) A Profile of the Health Behavior of Academically Gifted High School Pupils in South Africa: A Lifestyle Approach. Gifted and Talented International 17:2, pages 91-97.
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Patrice Moulton, Michael Moulton, Mark Housewright & Keith Bailey. (1998) Gifted & talented: Exploring the positive and negative aspects of labeling
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KarenE. Ablard. (1997) Self‐perceptions and needs as a function of type of academic ability and gender. Roeper Review 20:2, pages 110-115.
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AnnG. Klein & Debra Zehms. (1996) Self‐concept and gifted girls: A cross sectional study of intellectually gifted females in grades 3, 5, 8. Roeper Review 19:1, pages 30-34.
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Articles from other publishers (69)
Gülendam Akgül & Nisa Gökden Kaya. (2023) Gifted and typically developing students' friendship quality: Does empathy make a difference?. Journal of Research in Special Educational Needs 24:2, pages 230-241.
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Anna Schmitt, Rachel Wollschläger, Jérémie Blanchette Sarrasin, Steve Masson, Antoine Fischbach & Christine Schiltz. (2023) Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country. Frontiers in Psychology 14.
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Tracy L. Cross, Jennifer Riedl Cross, Kristofor WileyAnyesha Mishra. (2023) The Academic Year Governor’s Schools of Virginia: A Community of Learners. Gifted Child Today 46:4, pages 290-294.
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Trevor Clark, Jae Yup Jung, Jacqueline Roberts, Ainslie Robinson & Patricia Howlin. (2023) The identification of exceptional skills in school‐age autistic children: Prevalence, misconceptions and the alignment of informant perspectives. Journal of Applied Research in Intellectual Disabilities 36:5, pages 1034-1045.
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Jie Yang, Zulhumar Reheman, Yunjie Liu & Sijie Zhao. (2023) Applying Rasch analysis in refinement and validation of interpersonal skills measure for gifted children. Frontiers in Psychology 14.
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J. Lagacé-Leblanc, A. Courtinat-Camps, V. Capdevielle-Mougnibas, L. Massé, C. Baudry, C. Verret, C. Couture, M.-F. Nadeau & J.-Y. Bégin. (2023) Perceptions de la douance chez les élèves doués dans un centre de services scolaires québécois. Psychologie Française 68:2, pages 261-274.
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Tracy L. Cross. (2023) Code Switching and Gifted Students. Gifted Child Today 46:2, pages 146-149.
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Tracy L. Cross & Jennifer Riedl Cross. (2021) From Managing Stigma to Forming Friendships: Introducing a Model of Friendship Development. Gifted Child Today 45:1, pages 58-61.
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Jo Tuite, Lisa DaVia Rubenstein & Serena J. Salloum. (2021) The Coming Out Experiences of Gifted, LGBTQ Students: When, to Whom, and Why Not?. Journal for the Education of the Gifted 44:4, pages 366-397.
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Jacques‐Henri Guignard, Fabien Bacro & Philippe Guimard. (2021) School life satisfaction and peer connectedness of intellectually gifted adolescents in France: Is there a labeling effect?. New Directions for Child and Adolescent Development 2021:179, pages 59-74.
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E.N. Volkova, A.V. Miklyaeva, A.N. Kosheleva & V.V. Khoroshikh. (2020) Self-Perception of Giftedness in Adolescents Selected for Gifted Education Programmes. Psychological Science and Education Психологическая наука и образование 25:3, pages 49-63.
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Sakhavat Mammadov. (2019) Being gifted in Turkey: Educational and social experiences of high-ability students. Gifted Education International 35:3, pages 216-236.
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Uzeyir Ogurlu & Hakan Sarıçam. (2018) Bullying, Forgiveness and Submissive Behaviors in Gifted Students. Journal of Child and Family Studies 27:9, pages 2833-2843.
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LORI ANDERSEN & JASON A. CHEN. (2016) Do High-Ability Students Disidentify With Science? A Descriptive Study of U.S. Ninth Graders in 2009. Science Education 100:1, pages 57-77.
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Laurence J. Coleman, Karen J. Micko & Tracy L. Cross. (2015) Twenty-Five Years of Research on the Lived Experience of Being Gifted in School. Journal for the Education of the Gifted 38:4, pages 358-376.
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Fabian Guénolé, Mario Speranza, Jacqueline Louis, Pierre Fourneret, Olivier Revol & Jean-Marc Baleyte. (2015) Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes. European Journal of Paediatric Neurology 19:4, pages 402-410.
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Paula Olszewski-Kubilius, Rena F. Subotnik & Frank C. Worrell. (2015) Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors. Journal of Counseling & Development 93:2, pages 143-152.
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Carolyn Barber & Jillian Woodford Wasson. (2014) A Comparison of Adolescents’ Friendship Networks by Advanced Coursework Participation Status. Gifted Child Quarterly 59:1, pages 23-37.
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Paula Olszewski-Kubilius, Seon-Young Lee & Dana Thomson. (2014) Family Environment and Social Development in Gifted Students. Gifted Child Quarterly 58:3, pages 199-216.
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Janice C. Robertson. (2013) Self-Concept, School Satisfaction, and Other Selected Correlates of Subjective Well-Being for Advanced High School Learners Enrolled in Two Challenging Academic Settings. Journal for the Education of the Gifted 36:4, pages 461-486.
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Seon-Young Lee, Paula Olszewski-Kubilius & Dana Turner Thomson. (2012) Academically Gifted Students’ Perceived Interpersonal Competence and Peer Relationships. Gifted Child Quarterly 56:2, pages 90-104.
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Albert Ziegler & Heidrun Stoeger. (2010) Research on a modified framework of implicit personality theories. Learning and Individual Differences 20:4, pages 318-326.
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Carolyn Barber & Judith Torney-Purta. (2008) The Relation of High-Achieving Adolescents' Social Perceptions and Motivation to Teachers' Nominations for Advanced Programs. Journal of Advanced Academics 19:3, pages 412-443.
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Arlene MethaEllen Hawley McWhirter. (1997) Suicide Ideation, Depression, and Stressful Life Events among Gifted Adolescents. Journal for the Education of the Gifted 20:3, pages 284-304.
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Jonathan A. Plucker & Jay Mclntire. (2016) Academic Survivability in High-Potential, Middle School Students. Gifted Child Quarterly 40:1, pages 7-14.
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Susan Calhoun & Caroline Casey. (2017) In Pursuit of Excellence Gifted inclusion in middle schools. Gifted Child Today 18:4, pages 34-36.
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