Psychological constructions of learning potential and a systemic approach to the development of excellence

References

• Ziegler, A., Stoeger, H., Harder, B., Park, K., Portešová, Š., & Porath, M. (2014). Gender differences in mathematics and science: The role of the actiotope in determining individuals’ achievements and confidence in their own abilities. High Ability Studies, 25(1), 35–51
   Web of Science ®Google Scholar
• Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. New York: Routledge.
   Google Scholar
• Ambrose, D., Van Tassel-Baska, J., Coleman, L. J., & Cross, T. L. (2010). Unified, insular, firmly policed, or fractured, porous, contested, gifted education? Journal for the Education of the Gifted, 33(4), 453–478.
   Google Scholar
• Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students learning strategies and motivational processes. Journal of Educational Psychology, 80(3), 260–267.
   Web of Science ®Google Scholar
• Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94–122.
   Web of Science ®Google Scholar
• Bakker, A. B. (2011). An evidence-based model of work engagement. Current Directions in Psychological Science, 20(4), 265–269.
   Web of Science ®Google Scholar
• Bakker, A. B., & Demerouti, E. (2014). Job demands–Resources theory. In C. Cooper & P. Chen (Eds.), Wellbeing. A complete reference guide (pp. 37–64). Chichester, UK: Wiley-Blackwell.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
   Google Scholar
• Barkhuizen, N., Rothmann, S., & Vijver, F. J. (2014). Burnout and work engagement of academics in higher education institutions: Effects of dispositional optimism. Stress and Health, 30(4), 322–332.
   PubMed Web of Science ®Google Scholar
• Barone, D. F., Maddux, J. E., & Snyder, C. R. (1997). Social cognitive psychology: History and current domains. New York: Plenum Press.
   Google Scholar
• Bazeley, P. (1998). Peer review and panel decisions in the assessment of australian research council project grant applicants: what counts in a highly competitive context?. Higher Education, 35(4), 435-452.
   Web of Science ®Google Scholar
• Bazeley, P. (2003). Defining early career in research. Higher Education, 45(3), 257–279.
   Web of Science ®Google Scholar
• Bedeian, A. G., Cavazos, D. E., Hunt, J. G., & Jauch, L. R. (2010). Doctoral degree prestige and the academic marketplace: A study of career mobility within the management discipline. Academy of Management Learning & Education, 9(1), 11–25.
   Web of Science ®Google Scholar
• Benbow, C. P., & Stanley, J. C. (1996). Inequity in equity: How “equity” can lead to inequity for high-potential students. Psychology, Public Policy, and Law, 2, 249–292.
   Web of Science ®Google Scholar
• Blackmore, P, & Kandiko, C. B. (2011). Motivation in academic life: a prestige economy. Research in Post-compulsory Education, 16(4), 399-411.
   Google Scholar
• Bloom, B. S. (1985). Developing talent in young people. New York: Ballantine.
   Google Scholar
• Bong, M. (1996). Problems in academic motivation research and advantages and disadvantages of their solutions. Contemporary Educational Psychology, 21, 149–165.
   Web of Science ®Google Scholar
• Bouchard, T. J., & McGue, M. (2003). Genetic and environmental influences on human psychological differences. Journal of Neurobiology, 54(1), 4–45.
   PubMed Web of Science ®Google Scholar
• Boyd, C. M., Bakker, A. B., Pignata, S., Winefield, A. H., Gillespie, N., & Stough, C. (2011). A longitudinal test of the job demands-resources model among Australian university academics. Applied Psychology, 60(1), 112–140.
   Web of Science ®Google Scholar
• Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington: National Academy Press.
   Google Scholar
• Burman, E. (1994). Deconstructing developmental psychology. London: Routlege.
   Google Scholar
• Castilla, E. J. (2008). Gender, race, and meritocracy in organizational careers. American Journal of Sociology, 113(6), 1479–1526.
   PubMed Web of Science ®Google Scholar
• Castilla, E. J., & Benard, S. (2010). The paradox of meritocracy in organizations. Administrative Science Quarterly, 55(4), 543–676.
   Web of Science ®Google Scholar
• Ceci, S. J. (1996). On intelligence: A bioecological treatise on intellectual development. Harvard: First Harvard University Press.
   Google Scholar
• Charness, N., Tuffiash, M., Krampe, R., Reyngold, E., & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19, 151–165.
   Web of Science ®Google Scholar
• Chi, M. T. H. (2006). Two approaches to the study of experts‘ characteristics. In K. A. Ericsson, N. Charness, & P. J. Feltovich (Eds.), Cambridge handbook of expertise and expert performance (pp. 21–29). Cambridge: Cambridge University Press.
   Google Scholar
• Cidlinská, K., & Vohlídalová, M. (2015). To stay or to leave? On a disillusionment of (young) academics and researchers. Aula, 23(1), 3–35.
   Google Scholar
• Cobley, S., McKenna, J., Baker, J., & Wattie, N. (2009). How pervasive are relative age effects in secondary school education? Journal of Educational Psychology, 101(2), 520.
   Web of Science ®Google Scholar
• Cohen, L. (2012). Considerations of the actiotope model of giftedness. High Ability Studies, 23(1), 43–45.
   Web of Science ®Google Scholar
• Cozzarelli, C., Wilkinson, A. V., & Tagler, M. J. (2001). Attitudes toward the poor and attributions for poverty. Journal of Social Issues, 57, 207–227.
   Web of Science ®Google Scholar
• Dai, D. Y., & Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly, 57(3), 151–168.
   Web of Science ®Google Scholar
• Dai, D. Y., Swanson, J. A., & Cheng, H. (2011). State of research on giftedness and gifted education: A survey of empirical studies published during 1998–2010 (April). Gifted Child Quarterly, 55(2), 126–138.
   Web of Science ®Google Scholar
• Davies, B. (2005). The (Im)possibility of intelektual work in neoliberal regimes. Discourse: Studies in the Cultural Politics of Education, 26(1), 1–14.
   Google Scholar
• Davis, G. A., & Colangelo, N. (2003). Handbook of gifted education. New York: Pearson Education.
   Google Scholar
• Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. New York: Pearson Education.
   Google Scholar
• Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the Gifted and Talented. Boston: Pearson.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester: University Rochester Press.
   Google Scholar
• DeGroot, A. (1965). Thought and choice in chess. Hague: Mouton.
   Google Scholar
• DiPrete, T. A., & Eirich, G. M. (2006). Cumulative advantage as a mechanism for inequality: A review of theoretical and empirical developments. Annual Review of Sociology, 271–297.
   Web of Science ®Google Scholar
• Dweck, C. (2010). The perils and promises of praise. In K. Ryan & J. M. Cooper (Eds.), Kaleidoskope (pp. 52–61). Belmont: Wadsworth.
   Google Scholar
• Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia: Taylor&Francis.
   Google Scholar
• Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine Books.
   Google Scholar
• Eccles, J. S. (2005). Subjective task value and the Eccles et al. Model of achievement related choices. In C. S. Dweck & A. J. Elliot (Eds.), Handbook of competence and motivation (pp. 105–121). New York: Guilford Press.
   Google Scholar
• Eccles, J. S., & Wigfield, A. (2002). Development of achievement motivation. London: Academic Press.
   Google Scholar
• Elliot, A. J., Dweck, C. S., & Covington, M. V. (2007). Handbook of competence and motivation. New York: Guilford Press.
   Google Scholar
• Elliot, A. J., Dweck, C. S., & Yeager, D. S. (Eds.). (2017). Handbook of competence and motivation: Theory and application. New York: Guilford Publications.
   Google Scholar
• Ericsson, K. A. (1996). Road to excellence. New Jersey: Lawrence Erblaum.
   Google Scholar
• Ericsson, K. A., Nandagopal, K., & Roring, R. W. (2009). An expert performance approach to study of giftedness. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 129–154). Heidelberg: Springer.
   Google Scholar
• Ericsson, K. A. (2017). Expertise and individual differences: The search for the structure and acquisition of experts’ superior performance. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1–2), 1382-1385.
   PubMed Web of Science ®Google Scholar
• Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725–747.
   Web of Science ®Google Scholar
• Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (Eds.). (2018). The Cambridge handbook of expertise and expert performance. Cambridge: Cambridge University Press.
   Google Scholar
• Ericsson, K. A., & Kintsch, W. A. (1995). Long-term working memory. Psychological Review, 102(2), 211–245.
   PubMed Web of Science ®Google Scholar
• Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.
   Web of Science ®Google Scholar
• Ericsson, K. A., & Lehman, A. C. (1996). Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual Review of Psychology, 47(8), 273–305.
   PubMedGoogle Scholar
• Ericsson, K. A., & Simon, H. A. (1998). How to study thinking in everyday life: Contrasting think-aloud protocols with descriptions and explanations of thinking. Mind, Culture, and Activity, 5(3), 178–186.
   Google Scholar
• Fairclough, N. (2001). The dialectics of discourse. Textus, 14(2), 231–242.
   Google Scholar
• Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244.
   Web of Science ®Google Scholar
• Fox, M. F., & Stephan, P. E. (2001). Careers of young scientists: Preferences, prospects and realities by gender and field. Social Studies of Science, 31(1), 109–122.
   Web of Science ®Google Scholar
• Freeman, J. (2013). Gifted children grown up. London: David Fulton Publishers.
   Google Scholar
• Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119–147.
   Web of Science ®Google Scholar
• Gagné, F. (2009). Debating giftedness: Pronat vs. antinat. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 155–204). Heidelberg: Springer.
   Google Scholar
• Gagné, F. (2018). Academic talent development: Theory and best practices. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology. APA handbook of giftedness and talent (pp. 163–183). Washington, DC, US: American Psychological Association.
   Google Scholar
• Gardiner, M., Tiggemann, M., Kearns, H., & Marshall, K. (2007). Show me the money! An empirical analysis of mentoring outcomes for women in academia. Higher Education Research & Development, 26(4), 425–442.
   Google Scholar
• Gergen, K. J. (1973). Social psychology as history. Journal of Personality and Social Psychology, 26(2), 309–320.
   Web of Science ®Google Scholar
• Gottfredson, L. S. (1997). Why g matters: The complexity of everyday life. Intelligence, 24(1), 79–132.
   Web of Science ®Google Scholar
• Gottfredson, L. S. (2003). The science and politics of intelligence in gifted education. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed) (pp. 24–44). New York: Pearson Education.
   Google Scholar
• Hambrick, D. Z., Campitelli, G., & Macnamara, B. N. (Eds.). (2017). The science of expertise: Behavioral, neural, and genetic approaches to complex skill. New York: Routledge.
   Google Scholar
• Hambrick, D. Z., Oswald, F. L., Altmann, E. M., Meinz, E. J., Gobet, F., & Campitelli, G. (2014). Deliberate practice: Is that all it takes to become an expert? Intelligence, 45, 34–45.
   Web of Science ®Google Scholar
• Hany, E.A. (1993). Methodological problems and issues concerning identification. In (Eds.), International handbook of research and development of giftedness and talent (pp. 209-232). Oxford: Pergamon.
   Google Scholar
• Harackiewitz, J. M., & Barron, K. E. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone & J. M. Harackiewitz (Eds.), Intrinsic and extrinsic motivation (pp. 229–254). New York: Academy Press.
   Google Scholar
• Harvánková, K. (2017). O úspěšnosti slaďování rodičovství a studia doktorských studentek s malými dětmi. Studia Paedagogica, 22(3), 91–119.
   Google Scholar
• Heller, K. A., Mönks, F. J., Subotnik, R., & Sternberg, R. J. (Eds.). (2000). International handbook of giftedness and talent. London: Elsevier.
   Google Scholar
• Hemmings, B. (2012). Sources of research confidence for early career academics: A qualitative study. Higher Education Research & Development, 31(2), 171–184.
   Web of Science ®Google Scholar
• Hemmings, B., & Kay, R. (2010). Research self-efficacy, publication output, and early career development. International Journal of Educational Management, 24(7), 562–574.
   Google Scholar
• Hertzog, N. B, Mun, R. U, DuRuz, B, & Holliday, A. A. (2018). Identification of strengths and talents in young children. In (Eds.), Apa handbook of giftedness and talent (pp. 301-316). Washington: American Psychological Association.
   Google Scholar
• Horta, H., & Santos, J. M. (2016). The impact of publishing during PhD studies on career research publication, visibility, and collaborations. Research in Higher Education, 57(1), 28–50.
   Web of Science ®Google Scholar
• Howe, M. J. A., Davidson, J. W., & Sloboda, J. A. (1998). Innate talents: Reality or myth? Behavioral and Brain Science, 21(3), 399–442.
   PubMed Web of Science ®Google Scholar
• Hubbard, K. E., & Dunbar, S. D. (2017). Perceptions of scientific research literature and strategies for reading papers depend on academic career stage. PloS one, 12(12), e0189753.
   PubMed Web of Science ®Google Scholar
• Huisman, J., de Weert, E., & Bartelse, J. (2002). Academic careers from a European perspective: The declining desirability of the faculty position. The Journal of Higher Education, 73(1), 141–160.
   Web of Science ®Google Scholar
• Huntington, S. (1957). Conservatism as an ideology. The American Political Science Review, 51(2), 454–473.
   Web of Science ®Google Scholar
• Jessurun, J. H., Shearer, C. B., & Weggeman, M. C. D. P. (2016). A Universal Model of Giftedness – An adaptation of the Munich Model. High Ability Studies, 27(2), 113–128.
   Web of Science ®Google Scholar
• Jolly, J. L., Treffinger, D., Inman, T. F., & Smutny, J. F. (2011). Parenting gifted children. Waco: Prufrock.
   Google Scholar
• Jost, J. T., Glaser, J., & Kruglanski, A. (2003). Political conservatism as motivated social cognition. Psychological Bulletin, 129(3), 339–375.
   PubMed Web of Science ®Google Scholar
• Jost, J. T., Pelham, B. W., & Carvallo, M. R. (2002). Non-conscious forms of system justification: Implicit and behavioral preferences for higher status groups. Journal of Experimental Social Psychology, 38, 586–602.
   Web of Science ®Google Scholar
• Kyvik, S. (1990). Age and scientific productivity. Differences between fields of learning. Higher Education, 19(1), 37–55.
   Web of Science ®Google Scholar
• Kyvik, S., & Olsen, T. (2008). Does the aging of tenured academic staff affect the research erformance of universities? Scientometrics, 76(3), 439–455.
   Web of Science ®Google Scholar
• Lamont, M. (2009). How professors think: Inside the curious world of academic judgment. Cambridge: Harvard University Press.
   Google Scholar
• Laudel, G., & Gläser, J. (2008). From apprentice to colleague: The metamorphosis of early career researchers. Higher Education, 55(3), 387–406.
   Web of Science ®Google Scholar
• Leana-Tascilar, M. Z. (2015). Age differences in the Actiotope model of giftedness in a Turkish sample. Psychological Test and Assessment Modeling, 57(1), 111.
   Google Scholar
• Lee, L. (1999). Teachers’ conceptions of gifted and talented children. High Ability Studies, 10(2), 183–196.
   Google Scholar
• LePine, J. A., Podsakoff, N. P., & LePine, M. A. (2005). A meta-analytic test of the challenge stressor–Hindrance stressor framework: An explanation for inconsistent relationships among stressors and performance. Academy of Management Journal, 48(5), 764–775.
   Web of Science ®Google Scholar
• Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262–265.
   PubMed Web of Science ®Google Scholar
• Lindholm, J. A. (2004). Pathways to the professoriate: The role of self, others, and environment in shaping academic career aspirations. The Journal of Higher Education, 75(6), 603–635.
   Web of Science ®Google Scholar
• Linková, M., & Červinková, A. (2013). ”A Lab of One‘s Own”: Academic trajectories and gender in contemporary biosciences. Gender, rovné příležitosti, výzkum, 14(1), 15–26.
   Google Scholar
• Llewellyn, A., & Mendick, H. (2011). Does every child count? Quality, equity and mathematics with/in neolibralism. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 49–62). Heidelberg: Springer.
   Google Scholar
• Long, J. S., & Fox, M. F. (1995). Scientific careers: Universalism and particularism. Annual Review of Sociology, 45–71.
   Web of Science ®Google Scholar
• Lupkowski-Shoplik, A., Benbow, C. P., Assouline, S. G., & Brody, L. E. (2003). Talent searches: Meeting the needs of academically talented youth. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed) (pp. 204–218). New York: Pearson Education.
   Google Scholar
• Lutter, M., & Schröder, M. (2016). Who becomes a tenured professor, and why? Panel data evidence from German sociology, 1980–2013. Research Policy, 45(5), 999–1013.
   Web of Science ®Google Scholar
• Machovcová, K., Zábrodská, K., & Mudrák, J. (2018). Department heads negotiating emerging managerialism: The Central Eastern European context. Educational Management Administration & Leadership. Advanced online publication. Doi:1741143217753193
   Web of Science ®Google Scholar
• Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological Science, 25(8), 1608–1618.
   PubMed Web of Science ®Google Scholar
• Margolin, L. (1993). Goodness personified: The emergence of gifted children. Social Problems, 40(4), 510–532.
   Web of Science ®Google Scholar
• Marland, S. P., Jr. (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education and background papers submitted to the U.S. Office of Education, 2 vols. Washington, DC: U.S. Government Printing Office.
   Google Scholar
• Mazloumian, A., Eom, Y. H., Helbing, D., Lozano, S., & Fortunato, S. (2011). How citation boosts promote scientific paradigm shifts and nobel prizes. PloS one, 6(5), e18975.
   PubMed Web of Science ®Google Scholar
• McAlpine, L. (2012). Academic work and careers: Relocation, relocation, relocation. Higher Education Quarterly, 66(2), 174–188.
   Google Scholar
• McAlpine, L., & Amundsen, C. (2018). Identity-trajectories of early career researchers. London: Palgrave Macmillan.
   Google Scholar
• McAlpine, L., Turner, G., Saunders, S., & Wilson, N. (2016). Becoming a PI: Agency, persistence and some luck!. International Journal for Researcher Development, 7(2), 106–122.
   Google Scholar
• McCoy, S., & Major, B. (2006). Priming meritocracy and the psychological justification of inequality. Journal of Experimental Social Psychology, 43, 341–351.
   Web of Science ®Google Scholar
• Merton, R. K. (1988). The Matthew effect in science, II: Cumulative advantage and the symbolism of intellectual property. Isis, 79(4), 606–623.
   Web of Science ®Google Scholar
• Miller, C., & Stassun, K. (2014). A test that fails. Nature, 510(7504), 303–304.
   Google Scholar
• Ministry of Education CR. (2005). Vyhláška č. 73/2005 Sb. o vzdělávání dětí, žáků a studentů se speciálními vzdělávacími potřebami a dětí, žáků a studentů mimořádně nadaných. [Decree no. 73/2005 on education of children with special needs and gifted children] Prague: The Government of the Czech Republic.
   Google Scholar
• Mönks, F. J., & Mason, E. J. (1993). Developmental theories and giftedness. In K. Heler, F. Mönks, & A. H. Passow (Eds.), International handbook of giftedness and talent (pp. 89–101). New York: Pergamon Press.
   Google Scholar
• Mudrak, J. (2011). He was born that way: Parental constructions of giftedness. High Ability Studies, 22(2), 199–217.
   Web of Science ®Google Scholar
• Mudrak, J., & Zabrodska, K. (2015). Childhood giftedness, adolescent agency: A systemic multiple-case study. Gifted Child Quarterly, 59(1), 55–70.
   Web of Science ®Google Scholar
• Mudrak, J., Zabrodska, K., Kveton, P., Jelinek, M., Blatny, M., Solcova, I., & Machovcova, K. (2018). Occupational well-being among university faculty: a job demands-resources model. Research in Higher Education, 59(3), 325–348.
   Web of Science ®Google Scholar
• Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional development of gifted children: What do we know? St. Paul: Prufrock Press.
   Google Scholar
• Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs: Prentice-Hall.
   Google Scholar
• Nisbett, R. E, Aronson, J, Blair, C, Dickens, W, Flynn, J, Halpern, D. F, & Turkheimer, E. (2012). Intelligence: new findings and theoretical developments. American Psychologist, 67(2), 130.
   PubMed Web of Science ®Google Scholar
• Olszewski-Kubilius, P. (2000). The transition from childhood giftedness to adult creative productiveness. Roeper Review, 23(2), 65–71.
   Google Scholar
• Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451–476.
   Web of Science ®Google Scholar
• Parsons, A., Frydenberg, E., & Poole, C. (1996). Overachievement and coping strategies in adolescent males. Educational Psychology, 66(1), 109–114.
   Google Scholar
• Peeters, M. C., Montgomery, A. J., Bakker, A. B., & Schaufeli, W. B. (2005). Balancing work and home: How job and home demands are related to burnout. International Journal of Stress Management, 12(1), 43.
   Google Scholar
• Peirce, C. (1905). What Pragmatism Is. The Monist, 15(2), 161–181.
   Google Scholar
• Petersen, A. M., Fortunato, S., Pan, R. K., Kaski, K., Penner, O., Rungi, A., … Pammolli, F. (2014). Reputation and impact in academic careers. Proceedings of the National Academy of Sciences, 111(43), 15316–15321.
   PubMed Web of Science ®Google Scholar
• Petersen, E. B. (2011). Staying or going?: Australian early career researchers‘ narratives of academic work, exit options and coping strategies. Australian Universities‘ Review, The, 53(2), 34.
   Google Scholar
• Peterson, J. S., & Margolin, L. (1997). Naming gifted children: An example of unintended “reproduction”. Journal for the Education of the Gifted, 21(1), 82–100.
   Web of Science ®Google Scholar
• Pfeiffer, S. I. (2008). Handbook of giftedness in children. New York: Springer.
   Google Scholar
• Pfeiffer, S. I, Shaunessy-Dedrick, E. E, & Foley-Nicpon, M. E. (2018). Apa handbook of giftedness and talent. Washington: American Psychological Association.
   Google Scholar
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544.
   Web of Science ®Google Scholar
• Plomin, R., & Spinath, F. M. (2004). Intelligence: Genetics, genes, and gnomics. Journal of Personality and Social Psychology, 86(1), 112–129.
   PubMed Web of Science ®Google Scholar
• Portesova, S., Budikova, M., & Koutkova, H. (2011). Crucial determinants affecting the attitude of Czech educators toward education of extraordinarily gifted learners. The New Educational Review, 24(2), 305–326.
   Google Scholar
• Rawls, J. (2009). A theory of justice. Cambridge: Harvard university press.
   Google Scholar
• Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119–130.
   Web of Science ®Google Scholar
• Remmik, M., Karm, M., Haamer, A., & Lepp, L. (2011). Early-career academics’ learning in academic communities. International Journal for Academic Development, 16(3), 187–199.
   Google Scholar
• Renzulli, J. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 53 - 82). New York: Cambridge University Press.
   Google Scholar
• Renzulli, J. S., & Reis, S. M. (2018). The three-ring conception of giftedness: A developmental approach for promoting creative productivity in young people. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology. APA handbook of giftedness and talent (pp. 185–199). Washington, DC, US: American Psychological Association.
   Google Scholar
• Rigney, D. (2010). The Matthew effect: How advantage begets further advantage. Columbia New York: Columbia University Press.
   Google Scholar
• Rimm, S. B. (2003). Underachievement: A national epidemic. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed) (pp. 424–443). New York: Pearson Education.
   Google Scholar
• Robbins, A. (2006). The overachievers: The secret lives of driven kids. New York: Hyperion.
   Google Scholar
• Robinson, A, & Jolly, J. (2015). A century of contributions to gifted education: Illuminating lives. London: Routledge.
   Google Scholar
• Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16–20.
   Google Scholar
• Rothmann, S., & Jordaan, G. M. E. (2006). Job demands, job resources and work engagement of academic staff in South African higher education institutions. SA Journal of Industrial Psychology, 32(4), 87.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publications.
   Google Scholar
• Sampson, E. E. (1981). Cognitive Psychology as Ideology. American Psychologist, 36(7), 730–743.
   Web of Science ®Google Scholar
• Schiver, S. W., & Maker, C. J. (2003). New direction in enrichment and acceleration. In N. Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education (3rd ed) (pp. 163–173). New York: Pearson Education.
   Google Scholar
• Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In C. S. Dweck & A. J. Elliot (Eds.), Handbook of competence and motivation (pp. 85–104). New York: Guilford Press.
   Google Scholar
• Schunk, D. H., & DiBenedetto, M. K. (2014). Academic self-efficacy. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Educational psychology handbook series. Handbook of positive psychology in schools (pp. 115–130). New York, NY, US: Routledge/Taylor & Francis Group.
   Google Scholar
• Siegle, D., & McCoach, D. B. (2018). Underachievement and the gifted child. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology. APA handbook of giftedness and talent (pp. 559–573). Washington, DC, US: American Psychological Association.
   Google Scholar
• Simon, H. A., & Chase, W. E. (1973). Skill in chess. American Scientist, 61, 394–403.
   Web of Science ®Google Scholar
• Simonton, D. K. (1999). Talent and its development: An emergenic and epigenetic model. Psychological Review, 106, 435–457.
   Web of Science ®Google Scholar
• Simonton, D. K. (2018). From giftedness to eminence: Developmental landmarks across the lifespan. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology. APA handbook of giftedness and talent (pp. 273–285). Washington, DC, US: American Psychological Association.
   Google Scholar
• Sirin, S. R. (2005). Socioeconomic status and academic achievement. Review of Educational Research, 75(3), 417–453.
   Web of Science ®Google Scholar
• Sosniak, L. A. (2003). Developing talent: Time, task and context. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed) (pp. 247–253). New York: Pearson Education.
   Google Scholar
• Spielhagen, F. R., & Brown, E. F. (2008). Excellence versus equity: Political forces in the education of gifted students. In B. S. Cooper, J. G. Cibulka, & L. D. Fusarelli (Eds.), Handbook of educational politics and policy (pp. 374–387). New York: Routlege.
   Google Scholar
• Stanovich, K. E. (2009). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of Education, 189(1–2), 23–55.
   Google Scholar
• Sternberg, R. J. (2015). Successful intelligence: A model for testing intelligence beyond IQ tests. European Journal of Education and Psychology, 8(2), 76–84.
   Web of Science ®Google Scholar
• Sternberg, R. J., & Davidson, J. E. (2005). Conceptions of giftedness (2nd ed.). Cambridge: Cambridge University Press.
   Google Scholar
• Sternberg, R. J., & Grigorenko, E. L. (2007). Teaching for successful intelligence: To increase student learning and achievement. Thousand Oaks: Corwin Press.
   Google Scholar
• Steuer, G., & Dresel, M. (2015). A constructive error climate as an element of effective learning environments. Psychological Test and Assessment Modeling, 57(2), 262.
   Google Scholar
• Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in Public Interest, 12(1), 3–54.
   PubMed Web of Science ®Google Scholar
• Tannenbaum, A. J. (2003). Nature and nurture of giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed) (pp. 45–59). New York: Pearson Education.
   Google Scholar
• Terman, L. M. (1926). Mental a physical traits of a thousand gifted children. Stanford: Stanford University Press.
   Google Scholar
• Terman, L. M. (1954). The discovery and encouragement of exceptional talent. American Psychologist, 9(6), 221.
   Web of Science ®Google Scholar
• Terman, L. M., & Oden, M. H. (1959). Genetic studies of genius: The gifted group at midlife. Stanford: Stanford University Press.
   Google Scholar
• Tuffin, K. (2005). Understanding critical social psychology. London: Sage.
   Google Scholar
• Van Anders, S. M. (2004). Why the academic pipeline leaks: Fewer men than women perceive barriers to becoming professors. Sex Roles, 51(9–10), 511–521.
   Web of Science ®Google Scholar
• Van Balen, B., van Arensbergen, P., van der Weijden, I., & van Den Besselaar, P. (2012). Determinants of success in academic careers. Higher Education Policy, 25(3), 313–334.
   Web of Science ®Google Scholar
• Van den Brink, M., & Benschop, Y. (2012). Gender practices in the construction of academic excellence: Sheep with five legs. Organization, 19(4), 507–524.
   Web of Science ®Google Scholar
• Van den Broeck, A., De Cuyper, N., De Witte, H., & Vansteenkiste, M. (2010). Not all job demands are equal: Differentiating job hindrances and job challenges in the Job Demands–Resources model. European Journal of Work and Organizational Psychology, 19(6), 735–759.
   Web of Science ®Google Scholar
• Vladut, A., Liu, Q., Leana-Tascila, M. Z., Vialle, W., & Ziegler, A. (2013). A cross-cultural validation study of the Questionnaire of Educational and Learning Capital (QELC) in China, Germany and Turkey.
   Google Scholar
• Vladut, A., Vialle, W., & Ziegler, A. (2015). Learning resources within the Actiotope: A validation study of the QELC (Questionnaire of Educational and Learning Capital). Psychological Test and Assessment Modeling, 57(1), 40–56.
   Google Scholar
• Wang, M. T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–Value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304–340.
   Web of Science ®Google Scholar
• Watermeyer, R. (2015). Lost in the ‘third space’: the impact of public engagement in higher education on academic identity, research practice and career progression. European Journal Of Higher Education, 5(3), 331-347.
   Google Scholar
• Watson, J. B. (1924). Behaviorism. London: Broadway House.
   Google Scholar
• Weiner, B. (2005). Motivation from an attributional perspective and the social psychology of perceived competence. In C. S. Dweck & A. J. Elliot (Eds.), Handbook of Competence and Motivation (pp. 73–84). New York: Guilford Press.
   Google Scholar
• Wigfield, A., & Cambria, J. (2010). Expectancy-value theory: Retrospective and prospective. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Theoretical perspectives on motivation and achievement (pp. 35–70). Bingley: Emerald Group Publishing Limited.
   Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2002). Development of achievement motivation. London: Elsevier.
   Google Scholar
• Winefield, H. R., Boyd, C., & Winefield, A. H. (2014). Work-family conflict and well-being in university employees. The Journal of Psychology, 148(6), 683–697.
   PubMed Web of Science ®Google Scholar
• Winner, E. (2000). Giftedness: Current theory and research. Current Directions in Psychological Science, 9(5), 153–156.
   Web of Science ®Google Scholar
• Winner, E., & Drake, J. E. (2018). Giftedness and expertise: The case for genetic potential. Journal of Expertise, 1(2), 114–120.
   Google Scholar
• Winter, R. (2009). Academic manager or managed academic? Academic identity schisms in higher education. Journal of Higher Education Policy and Management, 31(2), 121–131.
   Google Scholar
• Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314.
   Web of Science ®Google Scholar
• Zabrodska, K., Mudrak, J., Solcova, I., Kveton, P., Blatny, M., & Machovcova, K. (2018). Burnout among university faculty: The central role of work–family conflict. Educational Psychology, 38(6), 800–819.
   Web of Science ®Google Scholar
• Ziegler, A., Vialle, W., & Wimmer, B. (2013). The actiotope model of giftedness: A short introduction to some central theoretical assumptions. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East Asia (pp. 1–17). London: Routledge.
   Google Scholar
• Ziegler, A., Chandler, K. L., Vialle, W., & Stoeger, H. (2017). Exogenous and endogenous learning resources in the Actiotope Model of Giftedness and its significance for gifted education. Journal for the Education of the Gifted, 40(4), 310–333.
   Web of Science ®Google Scholar
• Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3–30.
   Web of Science ®Google Scholar
• Ziegler, A., & Stoeger, H. (2017). Systemic gifted education: A theoretical introduction. Gifted Child Quarterly, 61(3), 183–193.
   Web of Science ®Google Scholar
• Ziegler, A., Stoeger, H., & Vialle, W. (2012). Giftedness and gifted education: The need for a paradigm change. Gifted Child Quarterly, 56(4), 194–197.
   Web of Science ®Google Scholar