It's All a Matter of Perspective: Student Perceptions on the Impact of Being Labeled Gifted and Talented

By Judith Ellen Berlin. 2009

101 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7174babbe8ad06a8edbdfde11f1083159f50b62e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. T. Cain
2. Lisa Linnenbrink-Garcia
3. Kate E. Snyder
4. Sanna Järvelä
5. Reinhard Pekrun

In Experimental and Cognitive Psychology

1. T. Cain
2. Lisa Linnenbrink-Garcia
3. Kate E. Snyder
4. Junjun Chen

In Social Psychology

1. T. Cain
2. Lisa Linnenbrink-Garcia
3. Kate E. Snyder
4. Reinhard Pekrun
5. Sanna Järvelä
6. Adar Ben-Eliyahu
7. Junjun Chen

Citations in the corpus

• A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “Relatedly, very high expectations and pressure for academic success from both parents and teachers, which gifted students rate as a drawback of being identified as gifted (Berlin, 2009; Butler-Por, 1993; Freeman, 1994; Moulton et al., 1998), may also lead students to internalize this pressure and st”
• Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use (2015, background): “Research around teaching G&T students was presented in the form of three journal articles, which I thought would be accessible to practitioners: Berlin (2009), Rogers (2007) and Tomlinson (2005).”