Gifted youth frequently experience perfectionism, which for some can affect their emotional well-being. This study evaluated the effectiveness of a 6-week mindfulness intervention for 42 middle school students who were identified as Gifted and Talented. Participants' levels of self-oriented and socially prescribed perfectionism, as well as their…

The purpose of this sequential mixed methods study was to examine the relationship among student achievement factors, gifted and talented status and post-secondary readiness. The study included a review of archived data obtained from a large district in the southeastern region of Texas consisting of a purposeful sample of AP students' who took an…

As part of the program evaluation under the newly revised "Texas State Plan for the Education of Gifted/Talented Students" (Texas Education Agency, 2019), the Department of Research and Accountability conducted surveys of students, teachers, and parents to establish a baseline about perceptions of the G/T Program and collect formative…

In this chapter, we focus on research that is most pertinent to gifted education. We begin with an overview of the constructs (organized within the three original pillars of positive psychology) relevant to youth, education, and gifted education. First, we offer a working definition of giftedness and gifted education. [This paper was published in:…