Relevant bibliographies by topics / Intellectually gifted girls

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Academic literature on the topic 'Intellectually gifted girls'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Intellectually gifted girls"

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Otero Rodríguez, Aroa, Miguel Adriano Sánchez-Lastra, José Carlos Diz, and Carlos Ayán. "Do Intellectually Gifted Children Show Similar Physical Habits, Physical Fitness Levels and Self-Perceived Body Image Than Typically Developed Children?" Children 9, no. 5 (2022): 718. http://dx.doi.org/10.3390/children9050718.

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Scientific evidence regarding whether intellectually gifted children show similar physical activity habits and physical fitness levels in comparison to typically developed children, is inconclusive. This is in part due to the scant research that has directly compared both groups of people. In this study, physical activity prevalence, self-perceived and objectively assessed physical fitness levels, and body image were assessed in a sample of 74 intellectually gifted children (mean age 11.6 ± 1.2 years). Seventy-four non-gifted children matched by age and sex were selected as a comparison cohort
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Duan, Xiaoju, and Jiannong Shi. "Attentional Switching in Intellectually Gifted and Average Children: Effects on Performance and ERP." Psychological Reports 114, no. 2 (2014): 597–607. http://dx.doi.org/10.2466/04.10.pr0.114k21w8.

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The study compared the performance and brain activity of children who were intellectually gifted or of average intelligence. 13 intellectually gifted (4 girls, 9 boys; M age = 12.0 yr., SD = 0.2) and 13 average children (5 girls, 8 boys; M age = 11.9 yr., SD = 0.3) participated in a task-switching experiment. The children performed a task repeatedly (single-trial blocks) or switched between two different tasks (mixed-trial blocks). Intellectually gifted children performed quicker than the average group for both mixed and single-trial blocks. The electroencephalography P300 amplitude was larger
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Riley, Tracy L., and Frances A. Karnes. "Intellectually Gifted Elementary Students' Perceptions of Leadership." Perceptual and Motor Skills 79, no. 1 (1994): 47–50. http://dx.doi.org/10.2466/pms.1994.79.1.47.

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To study the self-perceptions of leadership held by intellectually gifted elementary students in Grades 4 through 6 the Leadership Strengths Indicator was administered to 21 girls and 13 boys. Significant differences favoring the girls were found on two of the cluster scales (V, Sympathetic and VII, Conscienrious) and the total score.
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4

Cheng, Li, Xiaohe Xie, Shiting Yang, et al. "Do Intellectually Gifted Children Have Better Planning Skills?" Journal of Intelligence 13, no. 5 (2025): 54. https://doi.org/10.3390/jintelligence13050054.

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The present study aimed to examine whether intellectually gifted children had better planning skills than their chronological-age controls and what processing skills may explain these differences. A total of 35 intellectually gifted Chinese children (25 boys and 10 girls; Mage = 12.77 years) and 39 chronological-age controls (27 boys and 12 girls; Mage = 12.89 years) participated in this study. They were assessed on three measures of operational planning (Planned Codes, Planned Connections, and Planned Search), on a measure of action planning (Crack the Code), and on measures of processing spe
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Li, Anita K. F., and Georgina Adamson. "Motivational Patterns Related to Gifted Students' Learning of Mathematics, Science and English: An Examination of Gender Differences." Journal for the Education of the Gifted 18, no. 3 (1995): 284–97. http://dx.doi.org/10.1177/016235329501800305.

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The study examined gender differences in achievement-related motivational patterns in gifted students. One hundred sixty-nine intellectually gifted secondary students were given measures of perceived ability, subjective task value, learning style preference, and causal attributions in reference to mathematics, science, and English. They also responded to measures of self-concept, intrinsic motivation, and attribution for responsibility for positive and negative outcomes. Gifted girls, more than gifted boys, were found to attribute both success and failure in mathematics, science, and English t
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Li, Anita K. F., and Georgina Adamson. "Gifted Secondary Students' Preferred Learning Style: Cooperative, Competitive, or Individualistic?" Journal for the Education of the Gifted 16, no. 1 (1992): 46–54. http://dx.doi.org/10.1177/016235329201600106.

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The purpose of the paper is to consider the issue of cooperative learning for the gifted from the perspective of the gifted student's preferred learning style. The sample consisted of 169 intellectually bright/gifted senior high school students, 94 girls and 75 boys in Calgary. Their preferred learning style in respect to science, mathematics, and English was measured using the Learning Preference Scale-Students. Overall, the cooperative style was not significantly more preferred for any subject matter by boys or girls. In mathematics, boys preferred both the individualistic and the competitiv
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7

D'Ilio, Victor R., and Frances A. Karnes. "Social Performance of Gifted Students as Measured by the Social Performance Survey Schedule." Psychological Reports 60, no. 2 (1987): 396–98. http://dx.doi.org/10.2466/pr0.1987.60.2.396.

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Few studies have investigated the relative contributions of both positive and negative behaviors in the social performance of intellectually gifted students. In the present study, the Social Performance Survey Schedule was administered to 80 gifted subjects in a special program. To determine whether the observed differences between boys and girls were significant, analysis of variance with repeated measures was performed on the Schedule Total, Part A, and Part B means. Consistent with previous research on the schedule, girls engaged in a greater number of positive social behaviors, engaged in
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8

Lewis, Joan D. "Self-Actualization in Junior High Students: A Pilot Study." Psychological Reports 73, no. 2 (1993): 639–42. http://dx.doi.org/10.2466/pr0.1993.73.2.639.

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The self-actualization scores of 63 junior high students were measured with the Reflections of Self By Youth (ROSY) and the Maslowian Scale. 14 students identified as gifted did not score significantly higher than their more intellectually average peers; however, gifted girls scored slightly higher on the ROSY and two Maslowian Scale subscales. Seventh-grade students scored significantly higher only on the Maslowian Scale-Psychological subscale. Raven's Standard Progressive Matrices identified 10 students among the average group who scored between the 90th and 99th percentiles suggesting some
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9

Donii, E. I. "Urban Test (TCT-DP) as an Instrument that Identifies Specifics of Creativity of Young Adolescents with Different Types of Giftedness." Psychological-Educational Studies 14, no. 1 (2022): 122–35. http://dx.doi.org/10.17759/psyedu.2022140109.

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This article presents the results of the study of the Urban test as an instrument for identifying the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The literature notes the specificity of the manifestation of creativity in younger adolescents with these types of giftedness. The author notes that the analysis of indicators of the Urban test categories, regardless of its general indicator, suggests that they can reveal the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness.
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10

Potapova, Y. V., A. Y. Malenova, A. A. Malenov, and A. K. Potapov. "Gender Features of Migration Attitudes of Omsk Gifted Schoolchildren with Different Levels of Resilience and Subjective Well-being." Психологическая наука и образование 28, no. 1 (2023): 112–21. http://dx.doi.org/10.17759/pse.2023280106.

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<p>The study is aimed at identifying gender characteristics of the connection between resilience and subjective well-being and the migration attitudes of Siberian schoolchildren. The survey involved students of secondary educational institutions in Omsk and Omsk Region (N=461), from 14 to 17 years old (15.5, SD=1.39), 268 (58.1%) girls, 193 (41.9%) boys. Methods of testing and questioning, expert interviews were applied. Research methods: S. Maddy's Hardiness Test adapted by D.A. Leontiev, E.I. Rasskazova; Method of Diagnosing the Subjective Well-being of the Individual by R.M. Shamionov
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Books on the topic "Intellectually gifted girls"

1

The effect of gender-role stereotyping on the career aspirations and expectations of preadolescent children of high intellectual ability. 1987.

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Book chapters on the topic "Intellectually gifted girls"

1

Perrone, Fernanda. "Women Academics in England, 1870–1930." In History of Universities. Oxford University PressOxford, 1994. http://dx.doi.org/10.1093/oso/9780198204602.003.0007.

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Abstract Women’s Work, a careers handbook for girls published in 1894, referred to the existence of a few teaching posts at the Oxford and Cambridge women’s colleges in the following way: ‘These are not well paid, and are chiefly attractive for the pleasant university life they afford’. Less than twenty years later, however, another handbook described university work as ‘a fascinating career for the keenly intellectual woman with a love of teaching. ‘ The change in emphasis between these two contemporary observations indicates that during the early twentieth century university teaching was gra
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