Should investigate the social and emotional adjustment

The gap

Evidence profile

Sourced from the stated research gap and future-work section and abstract of the source papers, classified as general, drawn from work published between 1980 and 2020, spanning 6 journals. Those papers have been cited 60 times in total.

Supporting evidence — 8 representative gaps

• Los estilos cognitivos. Introducción al problema de las diferencias cognitivas individuales (1982) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi

  There is a need for more research on cognitive styles and their implications for education. The relationships between cognitive styles and individual differences in cognition are not fully understood. Further study is needed to explore the practical implications of cognitive styles for education.

  generalstated research gap
  Keywords: there need research cognitive styles implications education relationships
• Cognitive Style Difference and the Underrepresentation of Mexican Americans in Programs for the Gifted (1983) · journal for the education of the gifted · doi

  The current concept of giftedness is limited and favors field independent cognitive styles. There is a need for more research on the relationship between cognitive style and giftedness, particularly among diverse populations. The paper highlights the need for more inclusive identification procedures for giftedness, ones that take into account the diversity of cognitive styles.

  generalstated research gap
  Keywords: current concept giftedness limited favors field independent cognitive
• Cognitive Style Difference and the Underrepresentation of Mexican Americans in Programs for the Gifted (1983) · journal for the education of the gifted · doi

  Future research should examine the relationship between cognitive style and giftedness in more detail, including the development of more effective identification procedures. Researchers should also investigate the impact of cognitive style on academic achievement and explore ways to adapt teaching methods to cater to a range of cognitive styles. The paper's findings suggest that future research should prioritize the development of more inclusive concepts of giftedness.

  generalfuture-work section
  Keywords: future research examine relationship between cognitive style giftedness
• Cognitive Styles and Related Determinants: A Reference for Bilingual Education Teachers (1981) · NABE Journal · doi

  The paper suggests that future research should explore the relationship between cognitive styles and field selections. It recommends investigating the impact of cognitive styles on academic success. The study proposes examining the effectiveness of teaching methods tailored to different cognitive learning styles.

  generalfuture-work section
  Keywords: paper suggests future research explore relationship between cognitive
• The Social and Emotional Adjustment of Young, Intellectually-Gifted Children (1981) · Gifted Child Quarterly · doi

  Further studies should investigate the social and emotional adjustment of intellectually-gifted children in different contexts. Research should examine the long-term outcomes of gifted children. Studies should explore the effectiveness of interventions and programs for gifted children.

  generalfuture-work section
  Keywords: further studies investigate social emotional adjustment intellectually-gifted children
• Exceptionally Gifted Boys and Their Parents (1980) · Gifted Child Quarterly · doi

  Further research is needed to examine the long-term effects of birth-order on the development of giftedness. Further research is needed to explore the relationship between cognitive giftedness and creativity in families. Further research is needed to develop educational strategies that take into account the birth-order of children.

  generalfuture-work section
  Keywords: further research needed examine long-term effects birth-order development
• Equally cursed and blessed: Do gifted and talented children experience poorer mental health and psychological well-being? (2013) · Educational and Child Psychology · cited 26× · doi

  Since the 19th century, contradictory reports in theoretical and empirical research papers have suggested that being ‘gifted and talented’ is either a risk factor (it is associated with indicators of more negative mental health and well-being) or a protective factor (it is connected to positive psychological outcomes) when these individuals are compared to the general population.

  generalabstractevidence 5/5
  Keywords: factor century contradictory reports theoretical empirical papers gifted talented either risk associated indicators negative mental
• Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications (2020) · Journal for the Education of Gifted Young Scientists · cited 34× · doi

  The analysis of the literature reveals that although superior performance constitutes a key element in the notion of giftedness, ability alone cannot lead a gifted child to personal excellence and long-term commitment within a talent domain as it is insufficient to explain outstanding achievements across the life course.

  generalabstractevidence 5/5
  Keywords: literature reveals superior performance constitutes element notion giftedness ability alone cannot lead gifted child personal

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