Revisiting Theories of Giftedness: A Critical Analytical Review from Experts’ Perspectives

Abstract

Giftedness is an increasingly important research topic in educational sciences. This study aimed to develop a deeper theoretical understanding of the most prominent theories and models of giftedness by examining the relationships among their core components. To achieve this aim, a systematic theoretical review with qualitative analysis was adopted. A conceptual mapping process using a Venn diagram was employed, whereby three experts in gifted education independently analyzed and mapped the selected theories. The experts subsequently reviewed and discussed the findings collaboratively to establish a comprehensive interpretation of the interrelationships among the theories. The analysis demonstrated a good level of consistency among the raters, who agreed on 36 of the 48 possible matches, reflecting an interrater agreement rate of 75%. The results indicate several interesting phenomena, including that all theories include the trait of superior intellectual ability. The next most common identified aspects were practical abilities, creativity, environmental factors, and special aptitudes. The findings also indicate that Marland's definition of giftedness appears to encompass the broadest range of domains among the reviewed frameworks. An explanatory approach that describes how the collected theories are interconnected is proposed and recommendations for future research are provided. Specifically, the authors assert that the findings necessitate that in the future, researchers take a critical approach to the dominant gifted theories in order to aid educators in determining the most appropriate frameworks to identify and support the gifted and talented, including the category of students characterized as “twice-exceptional”.