Social, Emotional and Psychological Development in Gifted Students: A Bibliometric Analysis

Year 2025, Volume: 14 Issue: 4, 1163 - 1177, 30.10.2025

Deniz Ozcan Kara , Mustafa Aydoğan

https://doi.org/10.14686/buefad.1685490

Abstract

This study examines the research on the social, emotional and psychological development of gifted students with a bibliometric approach. Although the concept of giftedness has different definitions, models that aim to maximize the potential of the individual are important. In this study, the main research themes in the relevant field were determined and conceptual connections were revealed. The analyses show that topics such as "self-concept", "academic self-concept", "mental health" and "motivation" are at the center of the research area. In addition, variables such as "gender differences", "social support" and "perfectionism" seem to be important in certain subgroups. However, some topics such as psychological disorders and maladaptive perfectionism either emerge or have lost their academic relevance. In conclusion, there is a need for educational policies that support the social-emotional and psychological development of gifted students. This study provides important findings that will guide future research.

Keywords

giftedness , bibliometric analysis , social development , emotional development , psychological development.

References

• Abdulla Alabbasi, A. M., A. Ayoub, A. E., & Ziegler, A. (2021). Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis. High Ability Studies, 32(2), 189-217.
• Aria, M., & Cuccurullo, C. (2017). bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975.
• Blaas, S. (2014). The relationship between social-emotional difficulties and underachievement of gifted students. Australian Journal of Guidance and Counselling, 24(2), 243-255.
• Carter, K. R. (1986). Evaluating the consequences of participating in a Gifted Pullout Program. Journal for the Education of the Gifted, 9(4), 265-75.
• Colangelo, N. & Davis, G. (2002). Handbook of gifted and talented education. Pearson.
• Corson, A. T., Loveless, J. P., Mochrie, K. D., & Whited, M. C. (2018). Perfectionism in relation to stress and cardiovascular disease among gifted individuals and the need for affective interventions. Roeper Review, 40(1), 46-55.
• Cross, T. L., Cassady, J. C., & Miller, K. A. (2006). Suicide ideation and personality characteristics among gifted adolescents. Gifted Child Quarterly, 50(4), 295-306.
• Cross, T.L. (2020). Are our school-aged students with gifts and talents struggling with their psychological well-being to a greater extent than in the past? Gifted Child Today, 43, 202-204.
• Davis, G. A., & Rimm, S. B. (1989). Education of the gifted and talented. Prentice-Hall.
• Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296.
• Foley-Nicpon, M., Rickels, H., Assouline, S. G., & Richards, A. (2012). Self-esteem and self concept examination among gifted students with ADHD. Journal for the Education of the Gifted, 35(3), 220-240.
• Gagné, F. (2004). Transforming gifts into talents: the DMGT as a developmental theory1. High Ability Studies, 15(2), 119-147. https://doi.org/10.1080/1359813042000314682
• Guo, X. (2022). A bibliometric analysis of child language during 1900-2021. Frontiers in Psychology, 13, 862042. https://doi.org/10.3389/fpsyg.2022.862042
• Heller, K.A. (2000). International handbook of gifted and talent. Elsevier.
• Kerr, B. A. (1985). Smart girls, gifted women: Special guidance concerns. Roeper Review, 8(1), 30-33.
• Marland, S. P. Jr. (1972). Education of the gifted and talented: A report to the Congress of the United States by the Commissioner of Education. Office of Education
• Moon, S. (2002). Counseling needs strategies. In M. Neihart, S. M. Reis, & N. M. Robinson (Eds.), The social and emotional development of gifted children: What do we know? Prufrock Press.
• Neihart, M. (2020). The social and emotional development of gifted children: What do we know? Routledge.
• Neihart, M., & Yeo, L. S. (2018). Psychological issues unique to the gifted student. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 497-510). American Psychological Association. https://doi.org/10.1037/0000038-032
• Olszewski-Kubilius, P. M., Kulieke, M. J., & Krasney, N. (1988). Personality dimensions of gifted adolescents: A review of the empirical literature. Gifted Child Quarterly, 32(4), 347- 352.
• Pajares, F. (2001). Toward a positive psychology of academic motivation. The Journal of Educational Research, 95(1), 27-35. https://doi.org/10.1080/00220670109598780
• Peterson, J., Duncan, N., & Canady, K. (2009). A longitudinal study of negative life events, stress, and school experiences of gifted youth. Gifted Child Quarterly, 53(1), 34-49.
• Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go?. Gifted Child Quarterly, 44(3), 152-170.
• Renati, R., Bonfiglio, N. S., & Pfeiffer, S. (2017). Challenges raising a gifted child: Stress and resilience factors within the family. Gifted Education International, 33(2), 145-162.
• Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150-159.
• Renzulli, J. S. (2021). The three-ring conception of giftedness: A developmental model for promoting creative productivity 4. In Reflections on gifted education (pp. 55-90). Routledge.
• Silverman, L. K. (2013). Giftedness 101. Springer Publishing.
• van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538.
• Zanetti, M. A. (2016). Una doppia difficoltà in classe: I bambini ad alto potenziale. Journal of Applied Radical Behavior Analysis, 16-21.
• Zeidner, M., & Matthews, G. (2017). Emotional intelligence in gifted students. Gifted Education International, 33(2), 163-182.