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Journal articles on the topic 'Intellectually gifted girls'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

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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2

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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3

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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5

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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6

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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11

Klein, Ann G., and Debra Zehms. "Self‐concept and gifted girls: A cross sectional study of intellectually gifted females in grades 3, 5, 8." Roeper Review 19, no. 1 (1996): 30–34. http://dx.doi.org/10.1080/02783199609553780.

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12

Durdiaková, Jaroslava, Peter Celec, Jolana Laznibatová, Gabriel Minárik, and Daniela Ostatníková. "Testosterone metabolism: a possible biological underpinning of non-verbal IQ in intellectually gifted girls." Acta Neurobiologiae Experimentalis 76, no. 1 (2016): 66–74. http://dx.doi.org/10.21307/ane-2017-006.

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13

Shumakova, Natalia B. "The role of educational motivation in the creativity of intellectually gifted primary schoolchildren." SHS Web of Conferences 117 (2021): 01004. http://dx.doi.org/10.1051/shsconf/202111701004.

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The importance of external and internal motivation in the academic success of students and their persistence in achieving educational and cognitive goals is considered within the framework of the theory of self-determination. The role of different types of educational motivation in the development of the creative potential of students remains insufficiently studied, especially in relation to primary schoolchildren. The research objective is to clarify the role of different motives for learning activity through differences in the figurative and verbal creativity of intellectually gifted primary

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14

Phelps, Connie, Ashley Beason-Manes, and Amy Lockman. "Covert Aggression and Gifted Adolescent Girls." International Journal for Talent Development and Creativity 8, no. 1-2 (2021): 47–68. http://dx.doi.org/10.7202/1076747ar.

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While considerable research exists on bullying in P-12 schools, few empirical studies address bullying and gifted students. Moreover, the field of Gifted, Talented, and Creative Education lacks single construct studies on covert aggression and gifted students. Also known as relational aggression, covert aggression purposefully manipulates relationships and damages reputations through less obvious or hidden forms of bullying. This exploratory study in a Midwest state analyzed quantitative and qualitative data gathered from 27 gifted adolescent girls on covert aggression instances with intellect

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Saulina, E. B. "Features of sexual dimorphism in cognitive abilities and structures of interests in teenagers with high level of intelligence." Psychological-Educational Studies 7, no. 1 (2015): 111–21. http://dx.doi.org/10.17759/psyedu.2015070111.

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We present the results of the study of age dynamics factors of the intellectual abilities of cognitively gifted adolescents, namely manifestations of sexual dimorphism in their intellectual sphere and interests. We described an empirical testing of the hypothesis of the specifics of sexual dimorphism of intellectual abilities of adolescents with a high IQ. The study involved 249 adolescents (St. Petersburg), aged 14-17 years, including 132 adolescent high IQ - 81 girl and 51 boy, 117 adolescents with an average IQ - 66 girls and 51 boy. Intellectual performance (11 faculties - spatial, verbal,

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16

Boston, Jilana S., and Andrei Cimpian. "How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?" Gifted Child Today 41, no. 4 (2018): 196–207. http://dx.doi.org/10.1177/1076217518786955.

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Despite having the raw ability to pursue careers in science and engineering, gifted girls often shy away from such careers. Here, the authors explore two explanations for this puzzling phenomenon. Specifically, they argue that exposure to (a) negative stereotypes about women’s intellectual abilities and (b) stereotypes about scientists as “nerdy,” eccentric loners may undermine gifted girls’ confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and—ultimately—their interest. The authors also suggest evidence-based strategies for inoculatin

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17

Johnson, Lawrence J., and Beverly Smith Lewman. "Parent Perceptions of the Talents of Young Gifted Boys and Girls." Journal for the Education of the Gifted 13, no. 2 (1990): 176–88. http://dx.doi.org/10.1177/016235329001300206.

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This study examined parents' perceptions of their young gifted children's (3- and 4- year-olds) characteristics to determine if there were any differences in parental perceptions of child abilities based on the gender of their child. Information for the study was collected by analyzing questionnaires completed by parents at the time they sought admission for their children to a private school for the gifted. Although there were no differences in the intelligence quotients of boys and girls, there were significant differences in the perceptions of parents of boys and girls with regard to their:

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18

Jeon, Kyung-Won, and Robert S. Ristow. "Perceptions of Teachers and Coordinators of the Gifted toward Characteristic Behaviors of Gifted Females in Rural Schools." Gifted Education International 8, no. 1 (1992): 36–39. http://dx.doi.org/10.1177/026142949200800108.

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The purpose of this study was to assess the perceptions of teachers of the gifted toward their students, particularly gifted girls. The characteristics reported in the literature were condensed to the 25 most common characteristics. From these 25 characteristics, a survey was developed which asked teachers and coordinators of the gifted programs in South Dakota to respond to each item. The results indicated that teachers and coordinators tend to view gifted females as: self-confident, having non-traditional career plans, experiencing a deeper sense of satisfaction from their talents, having a

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19

Cronin, Rebecca P., and Carmel M. Diezmann. "Jane and Gemma go to School: Supporting Young Gifted Aboriginal Students." Australasian Journal of Early Childhood 27, no. 4 (2002): 12–17. http://dx.doi.org/10.1177/183693910202700404.

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Both Aboriginal students and gifted students have been identified as educationally disadvantaged groups with needs that are often not adequately met by the Australian educational system. Hence, gifted Aboriginal students are particularly vulnerable to underachievement. As all students should receive the opportunity to fulfill their potential, there is a need to establish how to support the achievements of gifted Aboriginal children from an early age. The identification and achievement of gifted Aboriginal children is affected by culture conflict, the lack of knowledge of culturally sensitive i

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20

Kholodkova, Olga G., Galina L. Parfenova, and Olga A. Bokova. "Readiness and Ability to Self-Development of Gifted Rural Schoolchildren." Integration of Education 26, no. 2 (2022): 297–311. http://dx.doi.org/10.15507/1991-9468.107.026.202202.297-311.

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Introduction. The article examines the problem of the formation of readiness and ability for self-development among gifted rural schoolchildren as resource qualities of a personality that characterize the potential of its self-realization. The relevance of the problem is determined by the systematic nature of the support of gifted schoolchildren, which assumes consideration of the individual qualities of gifted subjects, the specifics of which, in this case, is determined by living in rural areas. One of the key tasks of systematic psychological and pedagogical support of gifted children and s

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21

Arakelyan, M. "Assessment of the gifted adolescents’ functional state of the organism under the psychological stress." European Psychiatry 65, S1 (2022): S300. http://dx.doi.org/10.1192/j.eurpsy.2022.765.

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Introduction Many studies have shown that gifted children and youth have difficulties in education, emotional regulations, psychological adjustment process etc. Objectives Our aim is to evaluate the adaptive capacity, the functional state of the gifted adolescents’ organism under external potential stressor. Methods The research has been conducted in schools of Yerevan, RA. The initial sample consisted of 500 high school students aged 16-18. Renzulli’s Three-Ring Conception of Giftedness was used to reveal gifted adolescents. In the course of study 35 of 500 participants were defined as gifted

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22

Durdiaková, Jaroslava, Peter Celec, Jolana Laznibatová, Gabriel Minárik, and Daniela Ostatníková. "Testosterone metabolism: a possible biological underpinning of non-verbal IQ in intellectually gifted girls." Acta Neurobiologiae Experimentalis 76, no. 1 (2017). https://doi.org/10.21307/ane-2017-006.

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The extraordinary giftedness is apparently a unique manifestation of a mutual interconnection between genes and environment. One of the possible etiological factors of intellectual giftedness is testosterone which is believed to affect the brain organization and function. The aim of our study was to analyze associations between 2D:4D digit ratio (a proxy of prenatal testosterone) and/or salivary testosterone levels with non-verbal IQ in intellectually gifted girls. Fifty-one girls with an age range of 10 to18 years and IQ scores higher than 130 were tested. Saliva samples were collected to obt

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23

Meenakshi Bharaj. "MULTI-DIMENSIONAL STUDY OF THE INTELLECTUALLY GIFTED ADOLESCENTS." MIER Journal of Educational Studies Trends & Practices, September 10, 2016, 1–15. http://dx.doi.org/10.52634/mier/2013/v3/i1/1565.

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The present study is aimed at studying some intellectual and non-intellectual endowments and characteristics of the intellectually gifted children and also to see how their self-development could be influenced by a planned orientation through lectures and exercises. 740 boys and 520 girls from five randomly selected senior secondary schools having IQ of 145 or above comprised the sample for study. Intelligence, interests, self-esteem, creativity, neuroticism and extraversion, anxiety and sociometric status were studied of such students. These students were given eight sessions of orientation c

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24

Cornoldi, Cesare, David Giofrè, Irene Cristina Mammarella, and Enrico Toffalini. "Emotional Response to Testing in Gifted and Highly Gifted Children." Gifted Child Quarterly, September 2, 2021, 001698622110429. http://dx.doi.org/10.1177/00169862211042901.

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Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the

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Ferrándiz, Carmen, Mercedes Ferrando-Prieto, Álvaro Infantes-Paniagua, Maria Carmen Fernández Vidal, and Rosa María Pons. "Pre-service teachers' perceptions of physical, socioemotional and cognitive traits in gifted students: unveiling bias?" Frontiers in Sports and Active Living 6 (January 7, 2025). https://doi.org/10.3389/fspor.2024.1472880.

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IntroductionAttitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability.MethodsFollowing a mixed methods research with between subjects desi

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Cimpian, Andrei. "Myth of the Lazy Genius." Character Lab Tips, February 2021. http://dx.doi.org/10.53776/tips-myth-of-the-lazy-genius.

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Today, I've asked Andrei Cimpian to share his tip of the week. Let's play a game. Close your eyes and think of a young person in your life who has a lot of intellectual potential but hasn't lived up to it because of a lackluster work ethic. Now, think of another young person who maybe isn't as gifted but has accomplished a lot because of sheer determination. Got them picked out? If I were to guess, I'd say you probably came up with a boy for the first example (the “lazy genius”) and a girl for the second (the “striver”). Just think of the Harry Potter series. Harry was born with great magical

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27

Yurgel, Caio. "God, a metaphor: A meditation on Alejandra Pizarnik’s “Awakening”." TEXT 27, Special 70 (2023). http://dx.doi.org/10.52086/001c.88237.

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Alejandra Pizarnik’s life was a long preparation for suicide. But instead of letting the Argentine poet’s death define her legacy, this article will focus on her intellectual sparring with the notion of God – and her ultimate strategy of turning God into a strawman for her own processes of creation. In her diaries, Pizarnik vows – like a prayer – never to call on God, never to invoke him. This is, she writes, the ultimate test: her blood may boil, her screams may consume her, her veins may burst, but she would rather keep her mouth shut. Pizarnik couldn’t bring herself to believe in God – whic

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28

Rumble, Rhiannon. "Mycelial Mutations." M/C Journal 28, no. 2 (2025). https://doi.org/10.5204/mcj.3172.

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Introduction Over the last decade, fungi have increasingly appeared in popular culture. Non-fiction texts, such as Melvin Sheldrake’s Entangled Lives (2020) and Doug Bierend’s Mycotopia (2021), illuminate some of the hidden lives of fungi and explore how we could utilise fungi, from sustainable myco-culture to building materials, and models of fungal communities. In turn, this emerging mycological knowledge inspires fiction exploring intersections of human and fungi, including M.R. Carey’s The Girl with all the Gifts (2014) and David Koepp’s Cold Storage (2019). Heightened interest in the pote

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