Journal•
The Journal of Secondary Gifted Education
About: The Journal of Secondary Gifted Education is an academic journal. The journal publishes majorly in the area(s): Gifted education & Curriculum. Over the lifetime, 254 publications have been published receiving 6126 citations.
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TL;DR: In this article, a quantitative review of the relationship between creativity test scores and IQ scores was conducted and the mean correlation coefficient was small (r =.174; 95% CI =.165 -.183).
Abstract: Some research has shown that creativity test scores are independent from IQ scores, whereas other research has shown a relationship between the two. To clarify the cumulative evidence in this field, a quantitative review of the relationship between creativity test scores and IQ scores was conducted. Moderating influences of IQ tests, IQ score levels, creativity tests, creativity subscales, creativity test types, gender, age, and below and above the threshold (IQ 120) were examined. Four hundred forty-seven correlation coefficients from 21 studies and 45,880 participants were retrieved. The mean correlation coefficient was small (r = .174; 95% CI = .165 - .183), but heterogeneous; this correlation coefficient indicates that the relationship between creativity test scores and IQ scores is negligible. Age contributed to the relationship between intelligence and creativity the most; different creativity tests contributed to it secondly. This study does not support threshold theory.
355 citations
TL;DR: In this article, the concepts of creativity and giftedness at the K-12 and professional levels are compared and contrasted to develop principles and models that theoretically "maximize" the compatibility of these constructs.
Abstract: At the K–12 level one assumes that mathematically gifted students identified by out-of-level testing are also creative in their work. In professional mathematics, “creative” mathematicians constitute a very small subset within the field. At this level, mathematical giftedness does not necessarily imply mathematical creativity but the converse is certainly true. In the domain of mathematics, are the words creativity and giftedness synonyms? In this article, the constructs of mathematical creativity and mathematical giftedness are developed via a synthesis and analysis of the general literature on creativity and giftedness. The notions of creativity and giftedness at the K–12 and professional levels are compared and contrasted to develop principles and models that theoretically “maximize” the compatibility of these constructs. The relevance of these models is discussed with practical considerations for the classroom. The paper also significantly extends ideas presented by Usiskin (2000).
247 citations
TL;DR: A dataset containing demographic information, gifted nomination status, and gifted identification status for all elementary school students in the state of Georgia (N = 705,074) was examined.
Abstract: A dataset containing demographic information, gifted nomination status, and gifted identification status for all elementary school students in the state of Georgia (N = 705,074) was examined. The results indicated that automatic and teacher referrals were much more valuable than other referral sources. Asian and White students were much more likely to be nominated than Black or Hispanic students. Students receiving free or reduced-price lunches were much less likely to be nominated than students paying for their own lunches. The results suggest that inequalities in nomination, rather than assessment, may be the primary source of the underrepresentation of minority and low-SES students in gifted programs.
201 citations
TL;DR: In this paper, the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics is discussed.
Abstract: This article addresses the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics. The the...
179 citations
TL;DR: The commonly asserted belief in a dichotomy between healthy and dysfunctional perfectionism is based on a misunderstanding of the nature of perfectionism, in part confusing the concept with striving for excellence, and has apparently arisen from uncritical acceptance of early work on the subject as discussed by the authors.
Abstract: Perfectionism, with its harshly negative self-talk, is felt to be a burden by most people who experience it. Despite this, a body of literature asserts that some perfectionism is healthy, even though a critical review of this literature finds no factual or theoretical basis for such a claim. The commonly asserted belief in a dichotomy between healthy and dysfunctional perfectionism is based on a misunderstanding of the nature of perfectionism, in part confusing the concept with striving for excellence, and has apparently arisen from uncritical acceptance of early work on the subject. Perfectionism is discussed as an interpersonal and intersubjective phenomenon, involving the perfectionist's experience of other people's expectations and judgments. Implications for treatment are discussed.
142 citations