Trends and Topics Evolution in Research on Giftedness in Education: A Bibliometric Analysis
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| Title: | Trends and Topics Evolution in Research on Giftedness in Education: A Bibliometric Analysis |
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| Language: | English |
| Authors: | Rius Cristina (ORCID |
| Source: | Psychology in the Schools. 2025 62(9):3403-3413. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Academically Gifted, Gifted Education, Educational Research, Bibliometrics, Ability Identification, High Achievement, Educational Trends, Talent Identification, Talent Development, Foreign Countries, Productivity, Intervention, Acceleration (Education), Enrichment, Environmental Influences |
| Geographic Terms: | United States, Germany, Spain |
| DOI: | 10.1002/pits.23549 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | The article explores the evolution of research on giftedness and high ability through a bibliometric analysis. It highlights challenges in identifying gifted individuals, who represent approximately 6.5% of students, although biased instruments and discriminatory selection practices may affect the identification of high skilled students. The tripartite model, defining giftedness as a combination of high intellectual ability, exceptional achievement, and potential for excellence, serves as a fundamental framework for this study. Using Dirichlet's latent assignment model, major research topics were identified, and trends from 2013 to 2023 were analyzed based on 1071 publications in the Web of Science database. The analysis revealed that publications focus on topics such as giftedness, talent management, and educational programs, showing a significant increase in research on these areas over the past decade. Key topics included psychometrics, gifted programs, and environmental factors. The United States, Germany, and Spain led in productivity with prominent publications addressing cognitive and socio-emotional aspects of giftedness. Findings underscore the need for targeted educational interventions, including acceleration and enrichment programs, to address the academic and emotional challenges faced by gifted students. Research is shifting toward understanding the environmental influences on these students, highlighting the importance of supportive educational environment for their success. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479955 |
| Database: | ERIC |
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| Abstract: | The article explores the evolution of research on giftedness and high ability through a bibliometric analysis. It highlights challenges in identifying gifted individuals, who represent approximately 6.5% of students, although biased instruments and discriminatory selection practices may affect the identification of high skilled students. The tripartite model, defining giftedness as a combination of high intellectual ability, exceptional achievement, and potential for excellence, serves as a fundamental framework for this study. Using Dirichlet's latent assignment model, major research topics were identified, and trends from 2013 to 2023 were analyzed based on 1071 publications in the Web of Science database. The analysis revealed that publications focus on topics such as giftedness, talent management, and educational programs, showing a significant increase in research on these areas over the past decade. Key topics included psychometrics, gifted programs, and environmental factors. The United States, Germany, and Spain led in productivity with prominent publications addressing cognitive and socio-emotional aspects of giftedness. Findings underscore the need for targeted educational interventions, including acceleration and enrichment programs, to address the academic and emotional challenges faced by gifted students. Research is shifting toward understanding the environmental influences on these students, highlighting the importance of supportive educational environment for their success. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23549 |
