An Analysis of the Educational Backgrounds of First Authors of Articles Published in Gifted Child Quarterly Between 2010 and 2024

Öz

This study aims to describe the academic and institutional profiles of the first authors of research articles published in Gifted Child Quarterly (GCQ) between 2010 and 2024. A bibliometric analysis, a quantitative research method, was employed. In line with the inclusion criteria, 200 research articles were examined, and data were retrieved from the publisher’s platform and field-specific indexing databases. Information regarding the first authors’ undergraduate, master’s, and doctoral fields of study, affiliated countries and institutions, departments, ORCID profiles, university CVs, ResearchGate, Google Scholar, LinkedIn, and Loop Open Science Research Network pages was collected using a standardised data collection protocol. The data were cleaned, coded, and analysed using the R statistical package. Coding accuracy was ensured through cross-checking by two researchers, and any inconsistencies were resolved through consensus. Findings indicate that the majority of first authors publishing in GCQ are affiliated with institutions in the United States, followed by Germany, Canada, Australia, and China. Regarding departmental affiliations, educational psychology and psychology were found to be the most represented fields, which aligns with the doctoral disciplines of the authors. Additionally, scholars with a background in special education appear as a notable subgroup contributing to the field. Based on the findings, this study reveals the academic foundations on which knowledge production in giftedness research rests and is expected to shed light on future trends in gifted education studies.

Anahtar Kelimeler

• Academic Profile
• Gifted Child Quarterly
• International Academic Publications
• Gifted Individuals

Etik Beyan

During the writing process of the study “An Analysis of the Educational Backgrounds of First Authors of Articles Published in Gifted Child Quarterly Between 2010 and 2024” scientific rules, ethical and citation rules were followed. No falsification was made on the collected data and this study was not sent to any other academic publication medium for evaluation. Ethics Committee Permission is not required. Statement of Contribution Rate of Researchers: The contribution rates of the authors in the study are equal. Declaration of Conflict: There is no potential conflict of interest in the study. Funding: No funding was received from any institution or organization for this study. Statement of Use for Artificial Intelligence and Its Types: Artificial intelligence and its various types were not used in the writing of this article. Data Sharing Statement: We declare that, upon reasonable request for the purpose of verifying the findings, we can share the data of this study according to the conditions specified in the relevant section of the "ethical principles and publication policy". Note: This study was presented as a oral presentation at the 8th National Gifted Education Congress.

2010-2024 Yılları Arasında Gifted Child Quarterly’de Yayınlanan Çalışmaların Birinci Yazarlarının Eğitim Profilinin İncelenmesi

Öz

Bu araştırma, Gifted Child Quarterly (GCQ) dergisinde 2010–2024 arasında yayımlanan araştırma makalelerinin birinci yazarlarının akademik ve kurumsal profillerini betimlemeyi amaçlamaktadır. Çalışmada nicel araştırma yöntemlerinden bibliyometrik analiz tercih edilmiştir. Dahil etme ölçütleri doğrultusunda belirlenen 200 araştırma makalesi incelenmiş; veriye yayınevi platformu ve alan indeksleri üzerinden erişilmiştir. Birinci yazarlara ilişkin lisans, yüksek lisans, doktora alanları, bağlı oldukları ülke-kurum ve bağlı oldukları bölüm/ana bilim dalı bilgileri, ORCID, üniversite özgeçmişleri, ResearchGate, Google Scholar, LinkedIn, Loop Açık Bilim Araştırma Ağı üzerinden standart bir toplama protokolüyle derlenmiş; veriler temizlenerek kodlanmış ve R paket programı ile analiz edilmiştir. Kodlamanın doğruluğu, iki araştırmacının verileri çapraz kontrol etmesiyle sağlanmıştır ve herhangi bir tutarsızlık, uzlaşma yoluyla çözülmüştür. Bulgular, GCQ’da yayımlanan makalelerin birinci yazarlarının çoğunlukla Amerika Birleşik Devletleri’nde konumlandığını; ABD’yi ise Almanya, Kanada, Avustralya ve Çin gibi ülkelerin izlediğini ortaya koymaktadır. Yazarların çalıştıkları bölüm/ana bilim dalı bulgularında ise eğitim psikolojisi ve psikoloji alanlarının daha yoğun olduğu görülmektedir. Yazarların doktora alanları da benzer şekilde psikoloji ve eğitim psikolojisi alanlarında yoğunlaştığı tespit edilmiştir. Üstün yetenekliler alanında yayınlar yapan GCQ dergisinde özel eğitim profiline sahip yazarlar anlamlı bir alt grup olarak görünürlük kazanmaktadır. Elde edilen bulgular doğrultusunda bu çalışmanın üstün yetenek araştırmalarındaki bilgi üretiminin hangi akademik temellere dayandığını ortaya koymakta ve gelecekteki üstün yetenekliler eğitimi çalışmalarını eğilimlerine yönelik ışık tutması beklenmektedir.

Anahtar Kelimeler

• Eğitim Profili
• Gifted Child Quarterly
• Uluslararası Akademik Yayınlar
• Üstün Yetenekli Bireyler

Etik Beyan

“2010-2024 Yılları Arasında Gifted Child Quarterly’de Yayınlanan Çalışmaların Birinci Yazarlarının Eğitim Profilinin İncelenmesi” başlıklı çalışmanın yazım sürecinde bilimsel kurallara, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir. Bu araştırma da etik kurul kararı zorunluluğu bulunmamaktadır. Araştırmacıların Katkı Oranı Beyanı: Yazarların çalışmadaki katkı oranları eşittir. Çatışma Beyanı: Çalışmada herhangi bir potansiyel çıkar çatışması söz konusu değildir. Finansman: Bu çalışma için herhangi bir kurum veya kuruluştan destek alınmamıştır. Yapay Zeka ve Türleri Kullanım Beyanı: Bu makalenin yazımında yapay zeka ve türleri kullanılmamıştır. Veri Paylaşım Beyanı: Bu çalışmanın verilerini bulguların doğrulanması amacıyla makul bir talep üzerine “etik ilkeler ve yayın politikası”nın ilgili kısmında belirtilen şartlara göre paylaşabileceğimizi beyan ederiz. Not: Bu çalışma 8. Ulusal Üstün Yeteneklilerin Eğitimi Kongresinde sözlü bildiri olarak sunulmuştur.

Kaynakça

1. Adelson, J. L. ve Matthews, M. S. (2019). Gifted Child Quarterly’s commitment to transparency, openness, and research improvement. Gifted Child Quarterly, 63(2), 83-85.
2. Baccassino, F. ve Pinnelli, S. (2023, January). Giftedness and gifted education: A systematic literature review. In Frontiers in Education (Vol. 7, p. 1073007). Frontiers Media SA.
3. Ballesteros-Rodríguez, J. L., De Saá-Pérez, P., García-Carbonell, N., Martín-Alcázar, F. ve Sánchez-Gardey, G. (2022). Exploring the determinants of scientific productivity: A proposed typology of researchers. Journal of Intellectual Capital, 23(2), 195-221.
4. Bögenhold, D., Michaelides, P. G. ve Papageorgiou, T. (2021). Schumpeter, Veblen, and Bourdieu on Institutions and the Formation of Habits. Neglected Links in Economics and Society: Inequality, Organisation, Work and Economic Methodology, 233-259.
5. Davis, G. A. ve Rimm, S. B. (1989). Education of the gifted and talented (2nd ed.). Prentice-Hall, Inc.
6. De Bellis, N. (2009). Bibliometrics and Citation Analysis: From the Science Citation Index to Cybermetrics. Scarecrow Press, Lanham, MD.
7. Ellis, J. (2017). Brains Unlimited: Giftedness and Gifted Education in Canada before Sputnik (1957). Canadian Journal of Education / Revue Canadienne de l’éducation, 40(2), 1–26. https://www.jstor.org/stable/90010118
8. Eren, A. ve Eren, D. (2021). Pazarlama Literatüründe Elektronik Ağızdan Ağıza İletişimin Bibliyometrik Analizi. İşletme Araştırmaları Dergisi, 12(3), 2515–2530. Geliş tarihi gönderen https://isarder.org/index.php/isarder/article/view/1163

9. Evren, S. ve Kozak, N. (2013). Bibliometric analysis of tourism and hospitality-related articles published in Turkey. Anatolia, 25(1), 61–80. https://doi.org/10.1080/13032917.2013.824906
10. Flynn, J. R. (1987). "Massive IQ gains in 14 nations: What IQ tests really measure": Correction to Flynn. Psychological Bulletin, 101(3), 427. https://doi.org/10.1037/h0090408
11. Frantz, R. S. ve McClarty, K. L. (2016). Gifted education’s reflection of country-specific cultural, political, and economic features. Gifted and Talented International, 31(1), 46–58. https://doi.org/10.1080/15332276.2016.1220794
12. Gallagher, J. J. (2015). Psychology, Psychologists, and Gifted Students. Journal for the Education of the Gifted, 38(1), 6-17. https://doi.org/10.1177/0162353214565548 (Original work published 2015)
13. Gürlen, E., Özdiyar, Ö. ve Şen, Z. (2019). Social network analysis of academic studies on gifted people. Education and Science, 44(197), 185-208.
14. Hambrick, D. Z., Macnamara, B. N., Campitelli, G., Ullen, F. ve Mosing, M. A. (2016). Beyond born versus made: A new look at expertise. Psychology of Learning and Motivation, 64, 1–55.
15. Hays, T. S. (1993). A historical content analysis of publications in gifted education journals. Roeper Review, 16(1), 41-43.
16. Hernández-Torrano, D. ve Kuzhabekova, A. (2019). The state and development of research in the field of gifted education over 60 years: A bibliometric study of four gifted education journals (1957–2017). High Ability Studies, 31(2), 133–155. https://doi.org/10.1080/13598139.2019.1601071
17. Hollingworth, L. S. (1938). An Enrichment Curriculum for Rapid Learners at Public School 500: Speyer School. Teachers College Record, 39(4), 1- 7. https://doi.org/10.1177/016146813803900405 (Original work published 1938)
18. Hong, B., Bista, K. ve Timmons, P. (2025). Mapping the scholarship on international students: A systematic review of past publications to the Journal of International Students (2011–2024). Journal of International Students, 15(1), 1-24.
19. Karnes, F. A. ve Nugent, S. A. (2002). Publishing in gifted education: Information for writers. Roeper Review, 25(1), 32–36. https://doi.org/10.1080/02783190209554195
20. Keathley-Herring, H., Van Aken, E., Gonzalez-Aleu, F., Deschamps, F., Letens, G. ve Orlandini, P. C. (2016). Assessing the maturity of a research area: bibliometric review and proposed framework. Scientometrics, 109, 927-951.
21. Lotka, A.J. (1926) The Frequency Distribution of Scientific Productivity. Journal of the Washington Academy of Sciences, 16, 317-323.
22. McBee M. T., Makel M. C., Peters S. J., Matthews M. S. (2018). A call for open science in giftedness research. Gifted Child Quarterly, 62, 374- 388.
23. National Association for Gifted Children. (n.d.). Gifted Child Quarterly. Retrieved July 6, 2025, from https://nagc.org/page/Gifted-Child- Quarterly
24. Olszewski-Kubilius P. (2007). A review of summer program research. In VanTassel-Baska J. (Ed.), Serving gifted learners beyond the traditional classroom: A guide to alternative programs and services (pp. 13-32). Waco, TX: Prufrock Press.
25. Padmalochanan, P. (2019). Academics and the field of academic publishing: challenges and approaches. Publishing Research Quarterly, 35, 87-107.
26. Parker, M. R., Jordan, K. R., Kirk, E. R., Aspiranti, K. B. ve Bain, S. K. (2010). Publications in Four Gifted Education Journals From 2001 to 2006: An Analysis of Article Types and Authorship Characteristics. Roeper Review, 32(3), 207–216. https://doi.org/10.1080/02783193.2010.485309
27. Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage.
28. Quimbo, M. A. T. ve Sulabo, E. C. (2014). Research productivity and its policy implications in higher education institutions. Studies in Higher Education, 39(10), 1955-1971.
29. R Core Team. (2025). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R- project.org/
30. Rius, C., Remedios, A., Celia, M., Begoña, C. Y Vidal-Infer, A. (2025). Trends and Topics Evolution in Research on Giftedness in Education: A Bibliometric Analysis. Psychology in the Schools. https://doi.org/10.1002/pits.23549
31. Sage UK. (t.y.). Download PDF: Title of the Document [PDF]. Sage Publishing. https://uk.sagepub.com/en- gb/eur/node/6940/download.pdf
32. SAGE. (2017a). Gifted child quarterly. http://journals.sagepub.com/home/gcq adresinden erişildi.
33. Silverman, L. K. ve Kearney, K. (1992). The case for the Stanford‐Binet L‐M as a supplemental test. Roeper Review, 15(1), 34–37. https://doi.org/10.1080/02783199209553454
34. Subotnik R. F., Olszewski-Kubilius P., Worrell F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54
35. Subotnik, R. F., Olszewski-Kubilius, P. ve Worrell, F. C. (2019). The psychology of high performance: Developing human potential into domain-specific talent. Washington, DC: American Psychological Association.
36. Şimşek, H. ve Yıldırım, A. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
37. Terman L. M. (1922). A new approach to the study of genius. Psychological Review, 29, 310–318.
38. Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford University Press.
39. Tobi, H. ve Kampen, J. K. (2018). Research design: the methodology for interdisciplinary research framework. Quality & quantity, 52, 1209-1225.
40. VanTassel-Baska, J. (2018). American Policy in Gifted Education. Gifted Child Today, 41(2), 98-103. https://doi.org/10.1177/1076217517753020 (Original work published 2018)
41. Vienni-Baptista, B., Fletcher, I. ve Lyall, C. (Eds.). (2023). Foundations of interdisciplinary and transdisciplinary research: A reader. Policy Press.
42. Wai, J. ve Guilbault, K. M. (2022). Multidisciplinary perspectives and field strengthening questions for gifted education research. High Ability Studies, 34(1), 39–59. https://doi.org/10.1080/13598139.2022.2064269
43. Ware, M. ve Mabe, M. (2015). The STM report: An overview of scientific and scholarly journal publishing.
44. Weik, E. (2010). Research Note: Bourdieu and Leibniz: Mediated Dualisms. The Sociological Review, 58(3), 486-496. https://doi.org/10.1111/j.1467- 954X.2010.01931.x (Original work published 2010)
45. Ziegler, A. ve Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3–30. https://doi.org/10.1080/13598139.2012.679085