References
- Ainley, M., & Hidi, S. (2014). Interest and enjoyment. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (pp. 205–227). Routledge/Taylor & Francis Group.
- Ambrose, D., Sternberg, R. J., & Sriraman, B. (2012). Considering the effects of dogmatism on giftedness and talent development. In D. Ambrose, R. Sternberg, & B. Sriraman (Eds.), Confronting dogmatism in gifted education (pp. 3–10). Routledge.
- Black, L., Williams, J., Hernandez-Martinez, P., Davis, P., Pampaka, M., & Wake, G. (2010). Developing a ‘leading identity’: The relationship between students’ mathematical identities and their career and higher education aspirations. Educational Studies in Mathematics, 73(1), 55–72. https://doi.org/10.1007/s10649-009-9217-x
- Braggett, E. J. (1985). The education of gifted and talented children: Australian provision. Australian Schools Commission.
- Bruner, J. S. (1990). Acts of meaning. Harvard university press.
- Budak, I. (2012). Mathematical profiles and problem solving abilities of mathematically promising students. Educational Research and Reviews, 7(16), 344–350. https://doi.org/10.5897/ERR12.009
- Callahan, C. M., Moon, T. R., & Oh, S. (2014). National surveys of gifted programs: Executive summary. University of Virginia, NRCGT. Retrieved August 12, 2018, from http://www.nagc.org/resources-publications/resources-university-professionals
- Choi, K., & Hong, D. S. (2009). Gifted education in Korea: Three Korean high schools for the mathematically gifted. Gifted Child Today, 32(2), 42–49. https://doi.org/10.4219/gct-2009-883
- Choi, K., & Jang, J. (2012). A recent history of Korean public institutions for the mathematically and scientifically gifted: From specialized high schools to science academy. Mathematical Creativity and Giftedness Newsletter, 3, 15–18.
- Dai, D. Y., & Rinn, A. N. (2008). The big-fish–little-pond-effect: What do we know and where do we go from here? Educational Psychology Review, 20(3), 283–317. https://doi.org/10.1007/s10648-008-9071-x
- DeBellis, V., & Goldin, G. (1999). Aspects of affect: Mathematical intimacy, mathematical integrity, In O. Zaslavsky (Ed.), Proceedings of the twenty-third annual meeting of PME (pp. 249–256, Vol.2). Haifa, Israel: Technion Printing Center.
- DeBellis, V., & Goldin, G. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147. https://doi.org/10.1007/s10649-006-9026-4
- Di Martino, P., & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27–48. https://doi.org/10.1007/s10857-009-9134-z
- Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM, 43(4), 471–482. https://doi.org/10.1007/s11858-011-0309-6
- Dimitriadis, C. (2016). Gifted programs cannot be successful without gifted research and theory: Evidence from practice with gifted students of mathematics. Journal for the Education of the Gifted, 39(3), 221–236. https://doi.org/10.1177/0162353216657185
- Duckworth, A., Peterson, C., Matthews, M. D., & Kelly, D. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
- Ernest, P. (2016). The collateral damage of learning mathematics. Philosophy of Mathematics Education Journal, 31, 1–24 Retrieved December 4, 2017, from http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome31/index.html
- Fennema, E., & Sherman, J. A. (1976). Fennema-sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. https://doi.org/10.2307/748467
- Gavin, M. K. (2005). Are we missing anyone? Identifying mathematically promising students. Gifted Education Communicator, 36(3–4), 24–29.
- Gavin, M. K. (2009). Mathematical talent. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent (pp. 551–553). Sage publications, Inc.
- Goethals, G. R., & Darley, J. M. (1987). Social comparison theory: Self-evaluation and group life. In B. Mullen & G. R. Goethals (Eds.), Theories of group behavior (pp. 21–47). Springer series in social psychology. Springer.
- Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress & Coping: An International Journal, 21(2), 185–198. https://doi.org/10.1080/10615800701628827
- Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Harvard Business School.
- Gorodetsky, M., & Klavirb, R. (2003). What can we learn from how gifted/average pupils describe their processes of problem solving? Learning and Instruction, 13(3), 305–325. https://doi.org/10.1016/S0959-4752(02)00005-1
- Greenes, C., & Mode, M. (1999). Empowering teachers to discover, challenge, and support students with mathematical promise. In L. J. Sheffield (Ed.), Developing mathematically promising students (pp. 121–132). National Council of Teachers of Mathematics.
- Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49(1), 25–46. https://doi.org/10.1023/A:1016048823497
- Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: Embodied and social theories. Research in Mathematics Education, 14(2), 137–161. https://doi.org/10.1080/14794802.2012.694281
- Hannula, M. S. (2015). Emotions in problem solving. In S. J. Cho (Ed.), Selected regular lectures from the 12th international congress on mathematical education (pp. 269–288). Springer.
- Hannula, M. S., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd-Metzuyanim, E., … Goldin, G. A. (2016). Attitudes, beliefs, motivation and identity in mathematics education. ICME-13 Topical Surveys. Springer.
- Heid, M. K. (1983). Characteristics and special needs of the gifted student in mathematics. Mathematics Teacher, 76, 221–226.
- Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. https://doi.org/10.2307/749455
- Hoge, R. D., & Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63(4), 449–465. https://doi.org/10.3102/00346543063004449
- Hong, E., & Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48(3), 191–201. https://doi.org/10.1177/001698620404800304
- Hong, E., & Milgram, R. M. (2008). Preventing talent loss. Routledge.
- Hoogeveen, L., van Hell, J. G., & Verhoeven, L. (2009). Self-concept and social status of accelerated and nonaccelerated students in the first 2 years of secondary school in the Netherlands. Gifted Child Quarterly, 53(1), 50–67. https://doi.org/10.1177/0016986208326556
- Huguet, P., Dumas, F., Monteil, J.-M., & Genestoux, N. (2001). Social comparison choices in the classroom: Further evidence for students’ upward comparison tendency and its beneficial impact on performance. European Journal of Social Psychology, 31(5), 557–578. https://doi.org/10.1002/ejsp.81
- Hultberg, P., Calonge, D. S., & Kim, S. (2017). Education policy in South Korea: A contemporary model of human capital accumulation? Cogent Economics & Finance, 5(1), 1389804. https://doi.org/10.1080/23322039.2017.1389804
- Jansen, A., DiNapoli, J., & McKenney, K. (2017). Reconsidering affect in mathematics education. Journal for Research in Mathematics Education, 48(1), 106–110. https://doi.org/10.5951/jresematheduc.48.1.0106
- Jeon, Y. S. (2004). Analysis on appropriateness of selecting graduates of gifted programs beyond the quorum of science high school. Journal of Gifted/Talented Education, 14(4), 47–70. http://www.dbpia.co.kr/journal/articleDetail?nodeId=NODE07195129
- Ji, J. L., Holmes, E. A., & Blackwell, S. E. (2017). Seeing light at the end of the tunnel: Positive prospective mental imagery and optimism in depression. Psychiatry Research, 247, 155–162. https://doi.org/10.1016/j.psychres.2016.11.025
- Karp, A. (2016). A brief history of specialized mathematics schools. In B. Vogeli (Ed.), Special secondary schools for the mathematically talented: An international panorama (pp. 1–17). World Scientific.
- Kim, J. H., & Park, D. (2010). The determinants of demand for private tutoring in South Korea. Asia Pacific Education Review, 11(3), 411–421. https://doi.org/10.1007/s12564-009-9067-3
- Kim, M. (2003). A study on the beliefs, attitude, and emotional characteristics of mathematically gifted students [Unpublished master’s thesis]. Seoul National University.
- Krutetskii, V. A. (1976). The psychology of mathematical abilities in school-children. The University of Chicago Press.
- Leder, G. (1985). Measurement of attitude to mathematics. For the Learning of Mathematics, 5(3), 18–21. https://www.jstor.org/stable/40247789
- Lee, C., Kim, S., Kim, S., Kim, K., Kim, B., Yun, S., & Kim, Y. (2011). Development and verification of an affective inventory in mathematical learning. Series A: The Mathematics Education, 50(2), 247–261. G704-000232.2011.50.2.001
- Lee, K., Choi, K., & Lee, H. (2011). Career development of Korean science-gifted students from elementary through high school years. Journal of Korea Association Science Education, 31(1), 48–60. G704-000311.2011.31.1.006
- Lee, S., & Brinton, M. C. (1996). Elite education and social capital: The case of South Korea. Sociology of Education, 69(3), 177–192. https://doi.org/10.2307/2112728
- Lewis, G. (2013). Emotion and disaffection with school mathematics. Research in Mathematics Education, 15(1), 70–86. https://doi.org/10.1080/14794802.2012.756636
- Ma, X. (2002). Early acceleration of mathematics students and its effect on growth in self-esteem: A longitudinal study. International Review of Education, 48(6), 443–468. https://doi.org/10.1023/A:1021334707732
- Ma, X., & Cartwright, F. (2003). A longitudinal analysis of gender difference in affective outcomes in mathematics during middle and high school. School Effectiveness and School Improvement, 14(4), 413–439. https://doi.org/10.1076/sesi.14.4.413.17155
- Malpass, J. R., O’Neil, H. F., & Hocevar, D. (1999). Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school students. Roeper Review, 21(4), 281–288. https://doi.org/10.1080/02783199909553976
- Mann, E. L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236–260. https://doi.org/10.4219/jeg-2006-264
- Mann, R. L. (2006). Effective strategies for gifted/learning-disabled students with spatial strengths. The Journal of Secondary Education, 17(2), 112–121. https://doi.org/10.4219/jsge-2006-681
- Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280–295. https://doi.org/10.1037/0022-0663.79.3.280
- Marsh, H. W. (1991). The failure of high ability high schools to deliver academic benefits: The importance of academic self-concept and educational aspirations. American Educational Research Journal, 28(2), 445–480. https://doi.org/10.3102/00028312028002445
- Marsh, H. W. (2005). Big fish little pond effect on academic self-concept. German Journal of Educational Psychology, 19(3), 119–128. https://doi.org/10.1024/1010-0652.19.3.119
- Marsh, H. W., Kong, C. K., & Hau, K. (2000). Longitudinal multilevel models of the big-fish–little-pond-effect on academic self-concept: Counterbalancing contrast and reflected glory effects in Hong Kong schools. Journal of Personality and Social Psychology, 78(2), 337–349. https://doi.org/10.1037/0022-3514.78.2.337
- Marsh, H. W., & Parker, J. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don’t learn to swim as well? Journal of Personality and Social Psychology, 47(1), 213–231. https://doi.org/10.1037/0022-3514.47.1.213
- Marsh, H. W., Trautwein, U., Lüdtke, O., & Baumert, J. (2007). The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation. American Educational Research Journal, 44(3), 631–669. https://doi.org/10.3102/0002831207306728
- McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47(2), 144–154. https://doi.org/10.1177/001698620304700205
- Moon, T., Brighton, C., & Callahan, C. M. (2002). State standardized testing programs: Friend or foe of gifted education? Roeper Review, 25(2), 49–61. https://doi.org/10.1080/02783190309554199
- Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary Educational Psychology, 21(4), 325–344. https://doi.org/10.1006/ceps.1996.0025
- Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42(2), 190–198. https://doi.org/10.1037/0022-0167.42.2.190
- Pepin, B., & Roesken-Winter, B. (Eds.). (2015). From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions. Springer.
- Peters, S. J., Matthews, M. S., McBee, M. T., & McCoach, D. B. (2013). Beyond gifted education: Designing and implementing advanced academic programs. Prufrock Press.
- Pfeiffer, S. I. (2008). Handbook of giftedness. Springer.
- Plucker, J. A., & Callahan, C. M. (2014). Research on giftedness and gifted Education: Status of the field and considerations for the future. Exceptional Children, 80(4), 390–406. https://doi.org/10.1177/0014402914527244
- Renzulli, J. S. (2011). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 92(8), 81–88. https://doi.org/10.1177/003172171109200821
- Rotigel, J. V., & Fello, S. (2004). Mathematically gifted students: How can we meet their needs? Gifted Child Today, 27(4), 46–51. https://doi.org/10.4219/gct-2004-150
- Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM Mathematics Education, 42(2), 149–161. https://doi.org/10.1007/s11858-010-0240-2
- Schoenfeld, A. (1989). Explorations of Students‘ mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20(4), 338–355. https://doi.org/10.2307/749440
- Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20–26.
- Speirs Neumeister, K. L. (2017). Perfectionism in gifted students. In J. Stoeber (Ed.), The psychology of perfectionism: Theory, research, applications (pp. 134–154). Routledge Press.
- Sriraman, B. (2005). Are giftedness and creativity synonyms in mathematics? Journal of Secondary Gifted Education, 17(1), 20–36. https://doi.org/10.4219/jsge-2005-389
- Stoeber, J. (2017). The psychology of perfectionism: Critical issues, open questions, and future directions. In J. Stoeber (Ed.), The psychology of perfection: Theory, research, applications (pp. 333–352). Routledge.
- Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods. Wiley.
- Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M., Plomin, R., & Petrill, S. A. (2015). Is mathematical anxiety always bad for math learning? The role of math motivation. Psychological Science, 26(12), 1863–1876. https://doi.org/10.1177/0956797615602471
- Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3–30. https://doi.org/10.1080/13598139.2012.679085
- Zimmerman, B. J., & Schunk, D. H. (2012). Self-regulated learning and academic achievement: Theory, research, and practice. Springer Science & Business Media.