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Álvaro Infantes-Paniagua, Ascensión Palomares Ruiz, Juan Gregorio Fernández-Bustos & Onofre Ricardo Contreras Jordán. (2022) Physical activity and self-concept in gifted students: A comparison with non-gifted students. High Ability Studies 33:2, pages 211-226.
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Katja Košir, Marina Horvat, Urška Aram & Nina Jurinec. (2016) Is being gifted always an advantage? Peer relations and self-concept of gifted students. High Ability Studies 27:2, pages 129-148.
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Articles from other publishers (22)
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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Marcin Gierczyk & Joseph S. Renzulli. (2023) Dobrostan uczniów uzdolnionych: co mówią badania naukowe? Systematyczny przegląd literatury. Nauki o Wychowaniu. Studia Interdyscyplinarne 16:1, pages 35-56.
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Christine Sanchez & Nathalie Blanc. (2023) Feelings about School in Gifted and Non-Gifted Children: What Are the Effects of a Fine Art Program in Primary School?. Education Sciences 13:5, pages 512.
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Christine Sanchez & Nathalie Blanc. (2022) Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?. Journal of Intelligence 11:1, pages 2.
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Christine Sanchez, Emmanuelle Brigaud, Pascal Moliner & Nathalie Blanc. (2022) The Social Representations of Gifted Children in Childhood Professionals and the General Adult Population in France. Journal for the Education of the Gifted 45:2, pages 179-199.
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Jade M. van Rossen, Lisette Hornstra & Astrid M.G. Poorthuis. (2021) High-ability students in pull-out programs and regular classes: A longitudinal study on perceived social relationships in two settings. Journal of School Psychology 85, pages 1-16.
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Josué Pérez, Leire Aperribai, Lorea Cortabarría & Africa Borges. (2020) Examining the Most and Least Changeable Elements of the Social Representation of Giftedness. Sustainability 12:13, pages 5361.
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Karine Verschueren, Jeroen Lavrijsen, Tessa Weyns, Alicia Ramos & Bieke De Fraine. (2019) Social Acceptance of High‐Ability Youth: Multiple Perspectives and Contextual Influences. New Directions for Child and Adolescent Development 2019:168, pages 27-46.
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Steve Haberlin. (2018) “Nature’s child” and “the diplomat”. Gifted Education International 34:3, pages 271-283.
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Uzeyir Ogurlu, Hatun Sevgi Yalin & Fazilet Yavuz Birben. (2018) The Relationship Between Psychological Symptoms, Creativity, and Loneliness in Gifted Children. Journal for the Education of the Gifted 41:2, pages 193-210.
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Henrike J. Boor-Klip, Antonius H. N. Cillessen & Janet G. van Hell. (2014) Social Understanding of High-Ability Children in Middle and Late Childhood. Gifted Child Quarterly 58:4, pages 259-271.
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M. Mar Gómez-Pérez, Sara Mata-Sierra, M. Belén García-Martín, M. Dolores Calero-García, Clara Molinero-Caparrós & Saray Bonete-Román. (2014) Valoración de un programa de habilidades interpersonales en niños superdotados. Revista Latinoamericana de Psicología 46:1, pages 59-69.
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Елена Щебланова & Анна Цой. (2013) Социально-психологическая адаптация одаренных учащихся с разными видами интеллектуальных способностей. Психологические исследования 6:31.
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Elisabetta Sagone & Maria Elvira De Caroli. (2013) The Influence of Creative Personality Factors on Interpersonal Adjustment in Adolescents: What's the Relationship?. Procedia - Social and Behavioral Sciences 82, pages 131-136.
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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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Sepideh Ramzi, Shahla Pakdaman & Jalil Fathabadi. (2011) The Developmental Study of Adjustment in Gifted and Non Gifted Adolescents and Youths Regarding Personality Characteristics. Procedia - Social and Behavioral Sciences 30, pages 43-47.
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