This study investigated the receptive and productive vocabulary command of learners based on their willingness to communicate (WTC) and critical thinking skill. The study also aimed to compare gifted and non-gifted learners in terms of the above-mentioned variables. To this end, 112 gifted and non-gifted Iranian EFL learners were picked out and given four instruments (WTC questionnaire, critical thinking skill test, receptive, and productive vocabulary tests). Having analyzed data through two-way ANOVA and independent samples t-tests, the study revealed that, first, no significant difference was found between high and low WTC learners and also high and low critical thinkers in their receptive lexical command; and second, high and low WTC learners, high and low critical thinkers, and also gifted and non-gifted learners showed significant differences in their productive lexical command. Thus, while for receptive vocabulary knowledge, giftedness is a more influential factor than WTC and critical thinking, for productive vocabulary knowledge, WTC, critical thinking, and giftedness are all influential. The pertinent theoretical and practical implications of the study will also be explicated.

The discussion over human inherent capabilities and talent has long been one of the important challenges of education and has prompted scholars and educators to probe this ongoing issue. This paper aimed to conduct a phenomenographic analysis of the meaning of giftedness from the perspective of school teachers across Sanandaj. In this qualitative study, 30 school teachers were interviewed until theoretical saturation was reached. For this study, a semi-structured interview was conducted using a set of six questions. The data collected from the interviews were analyzed using the MAXQDA 2020 software. The coding method utilized for the interviews was the Colaizzi data analysis method, which is a commonly used approach for qualitative data analysis. The participants believed that giftedness encompasses ‘self-direction,’ ‘moral prosperity,’ and self-motivation’ among others. Also, the suggested mechanisms to employ gifted individuals include providing supportive atmosphere in schools, supporting and guiding gifted students during their education at university, employing gifted alumni, and establishing and implementing complementary and various programs.

Twice exceptional group is consisting of children who are gifted but have behavioral, emotional, social or academic problems. They are the most misjudged, misunderstood, and neglected segment of exceptional groups. Parents, teachers and professionals have problems in detecting giftedness in disabled children so we lose their abilities as intelligent people. Early identification and intervention prevent future mantel and social problems like underachievement. So, this article reviews twice exceptional identification, characteristics and problems to attract professional’s attention to existence of this group.

Iranian talented university students who take semester averages below 17 for at most two times can''t use facilities provided for Gifted and Talented students in Universities through Ministry of Health (MOH) directive regarding gifted and talented student. To examine the validity of article 13 of this directive. Renzulli''s three ring concept of giftedness was chosen as giftedness definition. Obtaining Grade Point Averages equal or more than 15 was regarded as "above average ability". A questionnaire, based on “Scales for Rating the Behavioural Characteristics of Superior Students” was designed for "creativity" and "task commitment"evaluation. Score 3.00 or more in "creativity" and "task commitment" evaluation was regarded to be sufficient to keep the student in the program. Students who were admitted in Isfahan University of Medical Sciences during 1997-1999 and recognized as gifted initially by MOH were included in our study. 147 students were included in this study, of which 50% were female. From the study group, 20 student reports, done by 39 students were evaluated. Of these 39 students, 31 would have been left out based on article. Out of 31 students, 18 met all three criteria of Renzulli''s definition. There may be gifted student who are denied the opportunity of using the facilities provided for gifted student based on enforcement of article 13 of IGCT directive. Further study to devise better measure for identification of gifted student seems to be warranted.

In the last few years, a review of recent theoretical and empirical studies in the field of gifted psychology has shown that scholars interested in this field of study emphasize the inability of the conceptual breadth of the gifted construct by merely emphasizing the gifted cognitive abilities. Therefore, emphasizing extending the intellectual boundaries of this structure provides an opportunity to deal with the different types of gifted students, specially underachievement gifted, which is one of the biggest concerns in this field of study. Meanwhile, many scholars have introduced conceptual frameworks such as social-emotional giftedness, spiritual giftedness, gifted motivation, and theoretical frameworks such as the balance theory of wisdom, which could help a transition from underachieving to flourishing and progressive situations. These movements are due to a real emphasis on including multiple non-cognitive components into the gifted semantic by extending this concept's intellectual boundaries. However, in the absence of an integrated model such as self-care, these various movements seem like diverse islands that have become incapable of assembling these different approaches. Therefore, trying to create a conceptual link between the existing efforts through the model of self-care in order to develop an integrated knowledge that oversees a specific semantic horizon is necessary and justifiable.

This study examined the comparision of emotional intelligence between gifted and non-gifted students of pre - academic level in Tehran city. Secondary hypothesis was relation between EI and academic achievement. The sample (n =120) included 60 gifted and 60 non-gifted students. The students completed Bar - on EQI (form 133 items) and academic mean of previous year was criteria of academic achievement. Findings indicated nonsignificant difference between Emotional intelligence of giftedness. Relation of between EI and Academic achievement wasnt significant. EI of girls was more than boy. Based of this results was suggested that emotional dimensions were highlighted in educational activities

There are mechanisms and institutions in every society that are related to elite and elite people issues, and shape an elite system. Overall, elite system must include special functions such as recognition, absorbing (or attracting), conducting (more than education), working, supporting, respecting (or glorification), lifestyle making and maintaining (or keeping). Each of these functions becomes operational based on the perception of a society about the concepts of elite and elite people. In fact, this is the common perception of concepts that shapes institutions, their interrelationships, and their missions. But, the growth and development of that perception, based on studies and experiences, make rethinking about those concepts necessary. In this article, based on a system analysis, the concepts of elite and elite people are reconsidered and rethought. The results indicate that the main problem of approaches to talent systems is caused by common perception of the concept of elite: The perception that is only based on the concepts of giftedness and talent and does not take other aspects of elite concept, such as expertise and social interactions, into consideration.

The aim of the peresent study was to compare personality dimensions and self-efficacy in gifted and normal high school students in Ardabil city. The population of this study includes all second-grade high school normal and gifted students in the (2011-2012) school year. Using a multi-stage cluster random sampling، a sample size of 80 patients (40 gifted and 40 normal) were selected and matched. To collect data from the two surveys of personality (NEO-FFI) questionnaire Sherrer et al self efficacyquestionnaire were used. To analysis the data، multivariate analysis of variance (MANOVA) was used. The results showed that personality dimensions، neuroticism and conscientiousness of the two components of giftedness، there is a significant difference between gifted and normal students And the self-efficacy variable was significantly different between the two groups (P<0/001). This study showed that gifted students conscientiousness and self-efficacy are higher than normal students. This fact is associated with their health and their commitment and efficacy in doing their academic tasks and accepting responsibilites.

The present study examined the mediationg role of positive and negative achievement emotions on the relationship between perfectionism and academic well-being among boy and girl gifted adolescents. In this correlational study, 326 gifted students (161 boy and 165 girl) responded to the Multidimensional Perfectionism Cognitions Inventory (MPCI, Kobori, 2006), the Achievement Emotions Questionnaire- Revised (AEQ-R, Abdollahpour, 1394), the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for boy and girl gifted adolescents, the partially mediated model of positive and negative achievement emotions on the relationship between perfectionism and academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between perfectionism, achievement emotions, academic well-being were equivalent for both groups. All of the regression weights in the global model and for each of the two groups (boy and girl gifted adolescents) were statistically significant. These results consistent with contemporary models of giftedness show that noncognitive concepts such as social/emotional abilities have critical role in prediction of academic functioning of girl and boy gifted high school students

This study aimed to analyze the full-time grouping approach in Estedad Derakhshan schools. For this purpose, the qualitative method was used. The population included graduates, parents, educators, managers and specialist of G/Tstudents. The sample consisted of 48 people selected with purposive sampling, who were deeply interviewed. After saturation of opinions, for analyzing data, statements were extracted, coded, composed and categorized. The findings included 13 categories: incomplete impression of the concept of G/Tstudent, incomplete G/Tstudent identification, damage of Full-time grouping method, the challenge of G/T position separation in education structure, low alignment with educational justice, lack of attention to instructive programs, mismatch of curriculum with G/T individual characteristics, parents' impossible expectation, educational management defects, the shortage of professional teachers, mutual excessive expectations of society and G/Tstudent, low attention after graduation and the absence of retention schedule for G/Tstudent. Based on the findings, which are divided to four categories: Theories about Giftedness, performance approach, internal and external organizational factors of education, it follows that the implementation of full-time grouping should be minimized and comprehensive planning must be done to eliminate the educational defects of G/Tstudents.