The focus of this study is on everyday positive emotions and their relations to critical appraisal antecedents. Following from classical appraisal theory and Pekrun's (2006) control-value theory of achievement emotions, two research questions were addressed, namely whether cognitive appraisals of control and value were related to discrete positive emotions in everyday situations and whether control and value antecedents interact in predicting these emotions. We further investigated whether control/ value and positive emotion relations changed as a function of situational factors (achievement vs. non-achievement settings). 50 university freshmen (78% female) were assessed by use of the experience sampling method for a period of I week, with intraindividual analyses conducted using a multi level , idiographic approach. Consistent with our hypotheses, the emotions of enjoyment, pride, and contentment were positively related to control and value appraisals. Further, control and value interacted to predict T. Goetz (121) University of Konstanz, Universitaetsstr. 10, 78457 Constance, Germany e mail: thomas.goetz@ unikonstanz.de

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We advocate a more contextual perspective in giftedness research. In our view, doing so opens up three particularly interesting research areas, which we refer to as the participation issue, the effectiveness issue, and the interaction issue. To illustrate their utility, we examined characteristics of females participating in German high achiever-track secondary education who had applied for participation in a 1-year extracurricular e-mentoring program in science, technology, engineering, and mathematics (STEM) (n = 1237). Their characteristics were compared with male and female random-sample control groups. We assessed the effectiveness of the mentoring program by comparing the developmental trajectories of program participants with those of three control groups: applicants who were randomly chosen for later participation (waiting-list control group) and a female and a male control group. Finally, we examined whether differences in program effectiveness could be partially explained by characteristics of the interaction with the domain. Program applicants possessed more advantageous individual characteristics but, unexpectedly, less advantageous home and school environments than female and male members of the control groups. Program participation affected positive changes in certainty about career goals (independent of STEM) and in the number of STEM activities. The amount of STEM communication partially explained differences in program effectiveness.

A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal 31: 845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated with selfregulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical linear models, a linear growth in the solution rates over the course of the 5 weeks was proven, which weakened towards the end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management, learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to explain variances among the growth curves.

Research has shown that various individual factors play an important role in the underachievement of gifted students. Most often discussed as predictors of underachievement are motivation, learning behavior, and emotions. To examine which specific constructs from these fields simultaneously predict underachievement among gifted fourth graders, logistic regression was performed on data from eighty-five highly intelligent students out of thirty-four classrooms. Students reported on their self-efficacy, learning goal orientation, use of textreduction strategies, anxiety, boredom, anger, and enjoyment. Emerging predictors of underachievement were self-efficacy, use of text-reduction strategies, and anxiety. As these constructs are all connected to self-regulated learning in different ways, an intervention was implemented which successfully encourages self-regulated learning among students of differing cognitive abilities. Assessing the intervention's effectiveness for different ability levels was important as the intervention was not a pull-out program, but was integrated into regular classroom instruction in which all students in these classes participated. Results from multilevel longitudinal models showed positive intervention effects for learning behavior among gifted underachievers, but no intervention effects on selfefficacy and anxiety could be detected.

Record numbers of women are entering science, technology, engineering, and mathematics (STEM) subjects and careers. Nevertheless, they remain underrepresented in STEM in most countries. The imbalance is greatest in engineering and computer science (Statistisches Bundesamt, 2015). When females demonstrate similar or greater talent levels or even better grades than males, they are nevertheless more likely to not choose a STEM major or career (Wang, Eccless, & Kenny, 2013). The underrepresentation of females is problematic for individuals and societies. STEM fields facilitate lucrative, high-status careers with considerable innovation potential (Kalwarski, Mosher, Paskin, & Rosato, 2007). At the societal level, an increase in the rates of females in STEM can help reduce the skilled-labor shortage in STEM and increase the overall number of talented persons working in STEM. As girls' interest in STEM decreases over the course of schooling (Frenzel, Goetz, Pekrun, & Watt, 2010), programs designed to get more females interested in STEM need to be offered to girls early. In the case of gifted education in particular, it is important that in-school and extracurricular gifted education programs be combined (Olszewski-Kubilius, 2009). One possibility for effective extracurricular education for girls in STEM is mentoring. It sustains talented girls' interest in STEM (Pfund, Pribbenow, Branchaw, Lauffer, & Handelsman, 2006), and it is a viable option within gifted education (Subotnik, Edmiston, Cook, & Ross, 2010). As will be explained later, online mentoring is particularly useful for getting talented female secondary school students excited about STEM. Despite this potential, however, little is known about whether one-on-one mentoring or group mentoring is more effective. It is conceivable that oneon-one mentoring is particularly effective on account of the very individual sort of guidance it provides. At the same time, however, it is possible that group mentoring using a 702215G CQXXX10.

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Theories and research in embodied cognition postulate that cognition grounded in action enjoys a processing advantage. Extending this theory to the study of how fine motor skills (FMS) link to vocabulary development in preschool children, the authors investigated FMS and vocabulary in 76 preschoolers. Building on previous research, they hypothesized that links between FMS and vocabulary were driven by lexical items containing a greater body-object interaction (BOI). After controlling for age and part of speech (i.e., nouns vs. verbs), results indicated that FMS explained a similar amount of variance in BOI vocabulary as general vocabulary did. Mediation analyses indicated that the relation between FMS and general vocabulary was mediated by BOI vocabulary. To the authors' knowledge, this study provides the first evidence that FMS play a role in BOI vocabulary development in the preschool period.