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Open research questions in Education, Achievement, and Giftedness

1,050 gap statements mined from Education, Achievement, and Giftedness papers in our 7.9M-paper local library, which holds 8,044 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • Rather than demonstrating that School 1 requires a particular intervention, its comparatively lower scores identify STEM motivation, interest and identity as outcomes that may warrant further investigation within this context.

    STEM Motivation, Identity and Interest Among Students in Two Flemish Secondary Schools: A Comparative Cross-Sectional Survey · 2026 · DOI

  • The present study employed a retrospective approach to examine the participants’ gifted education experiences and talent development from early childhood to adulthood. These findings are most directly applicable to high-resource families in university-affiliated enrichment contexts; future research is needed to examine similar trajectories in under-resourced and marginalized groups.

    Factors Influencing Experiences in Gifted Education and Talent Development from Childhood to Adulthood · 2026 · DOI

  • The finding that learning capital explained unique variance suggests that high processing efficiency (IQ) alone is insufficient if the specific “programs” and “data” (current learning capital) are missing.

    Beyond IQ: Systemic Resources in STEM Achievement · 2026 · DOI

  • Further research using larger and more diverse samples, multi- or and institutional educational criteria is warranted to further evaluate the validity, reliability, and applicability of the Chinese ITIS across different medical education contexts.

    Assessing growth mindset in undergraduate medical students: translation, cross-cultural adaptation, and evaluation of the Chinese version of the implicit theories of intelligence scale · 2026 · DOI

  • Few studies have investigated the mechanisms underlying the link between mathematics anxiety and mathematics performance with online measures of cognitive effort. No prior research has investigated the online effect of mathematics anxiety on cognitive effort in primary school pupils. There is a need to examine the relationship between mathematics anxiety and cognitive effort in a more heterogeneous sample.

    Understanding mathematics anxiety and its impact on cognitive effort in second-grade children: a pupillometry investigation · 2026 · DOI

  • Future research should explore the role of relational and environmental factors in shaping the impact of praise, including incorporating teachers into the intervention to enhance the authenticity and perceived sincerity of praise.

    The Effect of Fostering a Growth Mindset in Primary School Children: Does Intervention Approach Matter? · 2025 · DOI

  • Future research should investigate this issue better, focusing, for example, on the school context and examining differences in achievement emotions during the school years while also taking into account the characteristics of primary and secondary emotions. Future research should explore adults and children’s performance at the same tasks, involving a larger number of participants.

    Development of a Drawing Set for the Achievement Emotions Adjective List (DS-AEAL): Preliminary Data on a Pictorial Instrument for Children · 2024 · DOI

  • This study provides relevant empirical evidence on gender differences in reading and writing variables among students with G-D, an area that remains notably underexplored in the scientific literature.

    Reading and Writing Outcomes in Students with Intellectual Giftedness and Dyslexia: A Gender-Based Analysis · 2026 · DOI

  • This study provides relevant empirical evidence on the reading and writing profile of adolescents with 2e, specifically those who present both intellectual giftedness and dyslexia (G-D), a population that remains underexplored in the literature, particularly at this developmental stage.

    Reading and Writing Profiles in Twice-Exceptional Adolescents with Intellectual Giftedness and Dyslexia · 2026 · DOI

  • These findings suggest that future research should investigate whether targeted educational interventions may help reduce stress and support adaptive achievement goals among nursing students enrolled in bioscience courses.

    Psychological Factors Associated with Learning in Bioscience Courses Among Undergraduate Nursing Students · 2026 · DOI

  • First, the sample size was a major limitation, as there was a larger sample of students in the 7th and 8th grades and a smaller sample in the 9th grade.

    Network analysis investigating the differentiation of achievement goal orientations in junior high school · 2026 · DOI

  • Future research should examine how these contextual factors interact over time and across diverse cultural settings to provide a deeper understanding of how to refine growth mindset interventions in various educational contexts.

    Teachers’ Growth Mindset, Perceived School Climate, and Perceived Parental Autonomy Support Moderate the Relationship Between Students’ Growth Mindset and Academic Achievement · 2025 · DOI

  • For that reason, a consensus regarding the constitutive elements and predictors of TWB (and partly also its consequences) still remains elusive.

    Teacher Well-Being—A Conceptual Systematic Review (2020–2023) · 2025 · DOI

  • We believe that their proposed cross-cultural explanation might also account for our findings, suggesting that in the specific cultural context of China, high-achieving girls are less affected by stereotypes, warranting further investigation.

    The Impact of Math-Gender Stereotypes on Students’ Academic Performance: Evidence from China · 2024 · DOI

  • Future research should focus on evaluating the long-term impact of this identification approach within the affective curriculum on students’ academic and personal development.

    Identifying Gifted Potential Through Positive Psychology Content · 2024 · DOI

  • Our findings regarding the incremental validity and the mediation role of capitals suggest that this view is insufficient.

    Beyond IQ: Systemic Resources in STEM Achievement · 2026 · DOI

  • This finding underscores that for disadvantaged gifted students, access alone is insufficient; interpretive guidance is equally critical.

    Supports and Barriers in the Talent Development of Socio-Economically Disadvantaged Gifted Students: A Retrospective Narrative Inquiry · 2026 · DOI

  • It also requires them to keep several explanations for the student’s behavior open, including anxiety, since its cause may remain uncertain.

    When Anxiety Meets Anxiety: A Dyadic Co-Regulation Model of Teacher-Student Mathematics Anxiety in Special Education · 2026 · DOI

  • Nonsignificant differences in the other paths indicate insufficient evidence of group differences, rather than proof of equivalence.

    Associations among schemas emotional complaints cognitive difficulties and perceived mathematics understanding in undergraduates from selected universities in Mogadishu Somalia · 2026 · DOI

  • While online learning offers flexibility and broader access to educational resources, its influence on students’ interest in mathematics remains unclear.

    Students' Interest in Mathematics during the Digital Age: Impact of Online Learning, Self-efficacy, and Self-regulated Learning Using Structural Equation Modeling · 2026 · DOI

  • Although the Utrecht Work Engagement Scale for Students (UWES-S-9) is one of the most widely used instruments to assess this construct, previous studies have reported inconsistent evidence regarding its factorial structure, particularly in Latin American populations.

    Evaluation of a six-item second-order academic engagement model in Ecuadorian university students · 2026 · DOI

  • Because pupil diameter change indexes overall psychophysiological effort, the precise cognitive and affective mechanisms remain unclear.

    Understanding mathematics anxiety and its impact on cognitive effort in second-grade children: a pupillometry investigation · 2026 · DOI

  • Sixth, we did not control for other factors that associate with learning such as general mental ability or broader personality traits.

    The Humble Learner: Exploring Mechanisms that Link Intellectual Humility to Motivation and Learning · 2026 · DOI

  • Rather than following a linear mechanism, Antonio’s trajectory reflected a succession of adjustments and misalignments: initial confidence and challenge selection; the mobilization of self-regulatory resources in response to the first difficulties; persistence under increasingly negative affect; partial disengagement when regulatory efforts no longer supported perceived progress; task completion accompanied…

    Beyond Engagement: A Microanalytic Study of Motivation and Self-Regulation During Task Execution · 2026 · DOI

  • Furthermore, it may be useful to investigate the relevance of predictor variables that were not investigated in this study, but may nevertheless have the potential to influence parental attitudes…

    Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors · 2024 · DOI

Most-cited papers in Education, Achievement, and Giftedness

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Open questions raised by papers listed on this page include: (1) These findings are most directly applicable to high-resource families in university-affiliated enrichment contexts; future research is needed to examine similar trajectories in under-resourced and marginalized groups (“Factors Influencing Experiences in Gifted Education and Talent Development from…”, 2026); (2) There is a need to examine the relationship between mathematics anxiety and cognitive effort in a more heterogeneous sample (“Understanding mathematics anxiety and its impact on cognitive effort in…”, 2026); (3) These findings suggest that future research should investigate whether targeted educational interventions may help reduce stress and support adaptive achievement goals among nursing students enrolled in bioscience courses (“Psychological Factors Associated with Learning in Bioscience Courses Among…”, 2026); (4) While online learning offers flexibility and broader access to educational resources, its influence on students’ interest in mathematics remains unclear (“Students' Interest in Mathematics during the Digital Age: Impact of Online…”, 2026); (5) Future research should explore the role of relational and environmental factors in shaping the impact of praise, including incorporating teachers into the intervention to enhance the authenticity and perceived sincerity of praise (“The Effect of Fostering a Growth Mindset in Primary School Children: Does…”, 2025). 1,050 gap statements have been mined from Education, Achievement, and Giftedness papers in our 7.9M-paper local library, which holds 8,044 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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