High-Ability Students: New Ways to Conceptualize Giftedness and Provide Psychological Services in the Schools

Foley‐Nicpon, Megan; Pfeiffer, Steven I.

doi:10.1080/15377903.2011.616579

Cited by 18 publications

(11 citation statements)

References 42 publications

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“…Third, it is also possible that differences by gifted status were not detected because of how giftedness was measured. Although the use of an IQ measure was preferable to relying on teacher-reported gifted status because the formal identification could depend on other variables such as motivation or good behavior (and therefore potentially exclude students who are gifted and underachieving), IQ is certainly not the best or only measure of giftedness (Nicpon & Pfeiffer, 2011). Similarly, it may be that a continuous underachievement variable is needed in order to detect differences in the upper ranges of IQ.…”

Section: Antecedents and Consequences Of Latent Class Membershipmentioning

confidence: 99%

“…Following the measurement theme, the measurement of giftedness may also be critiqued in light of more recent work emphasizing the need to move beyond using only measures of IQ. More recent research has encouraged educators to rely on other indicators of giftedness aside from IQ (Nicpon & Pfeiffer, 2011). Because giftedness was assessed in the first wave of the study (1987), using IQ scores as an indicator of giftedness is not as popular of a method.…”

Section: Limitationsmentioning

confidence: 99%

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Developmental pathways in underachievement

Snyder

Carrig

Linnenbrink‐Garcia

2019

Applied Developmental Science

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Despite decades of research attention given to academic underachievement, longitudinal and developmental investigation of this phenomenon has been sparse. To address this shortcoming, the current study used a longitudinal, person-centered approach to identify latent subgroups of growth in the joint development of underachievement and four motivational beliefs (self-concept, task importance, psychological cost value, and self-worth) from first through sixth grade. Two types of underachievement latent classes emerged: one characterized by sustained underachievement and the other by growing underachievement (an Achievement class was also consistently found). Sustained, chronic underachievement was not associated with declines in self-concept or task importance, but was related to moderately lower levels of psychological cost value and self-worth, and was also related to lower middle school academic achievement. Growing underachievement was associated with lower and declining self-concept and task importance. Although differential class membership by gifted status was hypothesized, no such effects were found. Gender effects were found for the Task Importance and Self-Worth models in the hypothesized direction, but this effect was not as robust as in prior research. Findings from the current study build on prior research highlighting heterogeneity among underachieving students. v Dedication This dissertation is dedicated with love and deep gratitude to two very important people. …to my husband, Erik. Your patience, love, and support has sustained me throughout this journey, and I am forever grateful. None of this would be possible without you! …to Francia Barksdale. You touched the lives of so many gifted students over the course of your career, but most importantly, you inspired in me a profound passion for giftedness. I am so proud to follow in your footsteps.

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Section: Antecedents and Consequences Of Latent Class Membershipmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Developmental pathways in underachievement

Snyder

Carrig

Linnenbrink‐Garcia

2019

Applied Developmental Science

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“…Some of the rating scales assess only specific content areas such as math, language, and social studies (Feldhusen & Jarwan, 2000). Nonetheless, teacher rating scales are considered important in the identification of gifted students (Nicpon & Pfeiffer, 2011;Pfeiffer, 2002Pfeiffer, , 2015.…”

Section: The Role Of Rating Scales In the Identification Of Giftednessmentioning

confidence: 99%

Identification of Gifted Students in Oman: Gender and Grade Differences on the Gifted Rating Scales–School Form

Mohamed

Kazem

Pfeiffer

et al. 2017

Journal for the Education of the Gifted

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Research suggests that teacher-completed gifted screening scales can reduce undernomination of students with culturally and linguistically diverse backgrounds. The purpose of this study was to examine the use of the Gifted Rating Scales-School Form (GRS-S) in the identification of gifted students in Oman. The participants of the study represented a national sample of 907 students from Grades 1 to 10 in five governorates in Oman. The MANOVA showed that the main effect of the gender was statistically significant on the GRS subscales. Females' mean scores on four subscales (Intellectual Ability, Academic Achievement, Artistic Talent, and Motivation) were higher than males'. A statistically significant effect of the grade was found on the GRS subscales. Third-grade students' ratings of artistic ability were higher than other students' grades.

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“…A growing number of authorities in the gifted field are advocating for the importance of conative and contextual factors (e.g., motivation, persistence, task commitment) that affect giftedness and talent development (Ericsson, Prietula, & Cokely, 2007; Neihart, 2008; Nicpon & Pfeiffer, 2011; Nisbett, 2009; Pfeiffer, 2015; Subotnik, Worrell, & Olszewski-Kubilius, 2015). These experts have proposed different conceptual models that provide varying ways of viewing giftedness, with implications for gifted assessment.…”

Section: Introductionmentioning

confidence: 99%

The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment

Valler

Burko

Pfeiffer

et al. 2016

Journal of Psychoeducational Assessment

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The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes “gifted” drives assessment and identification practices. Conceptualization also guides the development of measures used in gifted assessment; however, the perceptions of giftedness held by test authors have not yet been explored empirically. The aim of this study was to investigate the perspectives of giftedness held by authors of the leading tests in gifted assessment. Test authors provided their views on topics, including gifted identification, use of cutoff scores, and how their tests serve the needs of this unique population. Findings indicate that there are varying opinions and views of giftedness, although most test authors in the sample embrace a multi-dimensional approach to gifted assessment. This article includes a discussion of clinical implications and future directions.

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High-Ability Students: New Ways to Conceptualize Giftedness and Provide Psychological Services in the Schools

Cited by 18 publications

References 42 publications

Developmental pathways in underachievement

Developmental pathways in underachievement

Identification of Gifted Students in Oman: Gender and Grade Differences on the Gifted Rating Scales–School Form

The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment

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