High Ability Studies

Papers
(The TQCC of High Ability Studies is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-08-01 to 2026-08-01.)
ArticleCitations
Beyond the norm: Navigating the social-emotional terrain of parenting highly to profoundly gifted children in the early years14
Teacher-student relationships and engagement of high-ability students: An exploration from the perspective of the academic risk hypothesis12
Kindness is linked to social self-efficacy among high-ability girls: A cross-lagged panel study11
Australian gifted education scholarship: A bibliometric analysis11
Assessing early childhood giftedness in Qatar: A validation study of the Arabic-translated gifted rating scales-preschool form, GRS-P7
The relations of social competence and mental well-being by perception of giftedness in gifted students7
Age-related peak performance in judo athletes with visual impairments: A retrospective analysis of the Paralympic Games6
Is it time to retire ‘talent’ from discussions of athlete development?5
A latent profile analysis of high-ability middle school students´ motivation, attitudes toward learning, and well-being in school and its relationship with academic achievement5
Physical Education and the gifted: A qualitative exploration of educator perspectives3
The ecology of language arts talent development: An illustration of classroom variability and changes in achievement for rural first‑grade students3
The paradox of excellence: Summer learning loss as a critical vulnerability for high-ability math students: A hierarchical Bayesian analysis of PISA Data3
The effect of mentoring on socio-emotional output and academic achievement of gifted: A systematic review3
Twice exceptional students and their teachers: A systematic review3
Appropriateness of the Dispositional Hope Scale (DHS) and Meaning in Life Questionnaire: Short form (MLQ-SF) for use with regular and gift3
Beyond the diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinic sample of neurodivergent and neurotypical students3
Which cognitive factors are necessary for the manifestation of mathematical talent? A necessary condition analysis approach3
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