Intellectually Gifted Students' Perceptions of Personal Goals and Work Habits

2004 ◽  
Vol 27 (4) ◽  
pp. 54-57 ◽  
Author(s):  
Glenda P. Pruett
Keyword(s):  
Gifted Students ◽  
Personal Goals ◽  
Work Habits ◽  
Intellectually Gifted

Attributional Choices for Academic Success and Failure by Intellectually Gifted Students

2006 ◽  
Vol 50 (4) ◽  
pp. 283-294 ◽  
Author(s):  
Susan G. Assouline ◽  
Nicholas Colangelo ◽  
Damien Ihrig ◽  
Leslie Forstadt
Keyword(s):  
Academic Success ◽  
Gifted Students ◽  
Intellectually Gifted

Career Assessment with Intellectually Gifted Students

2003 ◽  
Vol 11 (2) ◽  
pp. 168-186 ◽  
Author(s):  
Barbara Kerr ◽  
Sandro Sodano
Keyword(s):  
Gifted Students ◽  
Career Assessment ◽  
Intellectually Gifted

scholarly journals Analysis of personality characteristics of intellectually gifted students, causing difficulties in their process of preschool and school education

2016 ◽  
Vol 5 (3) ◽  
pp. 41-49
Author(s):  
S.S. Ermakov
Keyword(s):  
Gifted Students ◽  
Psychological Characteristics ◽  
Social Maladjustment ◽  
Emotional Instability ◽  
School Teachers ◽  
Learning Skills ◽  
Personal Problems ◽  
Intellectual Abilities ◽  
Different Types ◽  
Intellectually Gifted

Talented and intellectually gifted students often have difficulties in emotional and personal spheres in their learning process at school. Social maladjustment, emotional instability, increased anxiety and a number of other problems in the development of the personal sphere are common to students with a conventional development of intellectual abilities, but in the case of gifted students they are more frequent and intensive. If these problems are ignored by school teachers, psychologists and parents of gifted students, they can lead to a decrease in the ability of these children and even to a certain delay in the development of their academic abilities. The article provides an overview of contemporary foreign works aimed at identification and analysis of personal problems in gifted students. It describes different types of gifted students, their psychological characteristics that must be considered in the process of organizing their schooling with the aim of support to and development of their learning skills

Correlations between the Wide Range Achievement Test and the California Achievement Test with Intellectually Gifted Students

1984 ◽  
Vol 54 (1) ◽  
pp. 189-190
Author(s):  
Frances A. Karnes ◽  
James E. Whorton ◽  
Billye Bob Currie
Keyword(s):  
Gifted Students ◽  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Intellectually Gifted ◽  
Wide Range Achievement

The scores on the Wide Range Achievement Test (GEs) and the California Achievement Test (standard scores) in reading, mathematics and spelling correlated from .29 to .53 for a sample of 252 (128 males, 124 females) gifted students in Grades 1 through 6.

Correlation of Stanford-Binet Intelligence Scale Scores with Various other Measures Used to Screen and Identify Intellectually Gifted Students

1987 ◽  
Vol 64 (2) ◽  
pp. 461-462 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes
Keyword(s):  
Short Form ◽  
Gifted Students ◽  
Achievement Test ◽  
Intelligence Scale ◽  
Ability Test ◽  
Wide Range Achievement Test ◽  
Academic Aptitude ◽  
Wide Range ◽  
Intellectually Gifted ◽  
Scale Scores

Stanford-Binet Intelligence Scale IQs were compared with California Achievement Test scaled scores, Otis-Lennon Mental Ability Test IQs, Short-Form Test of Academic Aptitude percentiles, Raven Standard Progressive Matrices percentiles, and the Wide Range Achievement Test scaled scores for 439 intellectually gifted students. Some statistically significant relationships were observed.

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