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European Journal of High Ability is a peer-reviewed journal published by Taylor & Francis, covering Education, Achievement, and Giftedness, Creativity in Education and Neuroscience, Cognitive Abilities and Testing.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." European Journal of High Ability 12 (3): 45–58.
Formats any DOI in European Journal of High Ability style. No sign-up. |
| Publishes research in | Education, Achievement, and Giftedness Creativity in Education and Neuroscience Cognitive Abilities and Testing Human auditory perception and evaluation Motivation and Self-Concept in Sports |
| ISSN | 0937-4450 |
| h-index | 18 |
| i10-index | 30 |
| Total citations | 1,174 |
| Top institutions publishing here | Eastern New Mexico University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Educators know that variables beyond abilities affect students’ performance in school and their interactions with their teachers. Thinking styles are such a variable. Thinking styles are preferred ways of thinking. They are not abilities but rather preferred ways of expressing these abilities. Both students and teachers vary in thinking styles, and in systematic ways. For…
Abstract Following a short discussion of conceptual and theoretical problems of giftedness, the methodological foundations and selected results of a (presently) four year longitudinal study are presented. This study is based on a multidimensional concept of giftedness: intelligence, creativity, social competence, musical ability, psychomotor ability (or practical intelligence). Both academic achievements and leisure activities, as…
Abstract Abstract Compared to the number of articles in the American literature, creativity is a relatively neglected topic in psychological/educational research and theory in Western Europe. There are no scientific creativity schools or research centres; progress depends more or less on the personal interest of researchers in creativity, leading to studies and papers which are…
Abstract Recent years have seen substantial changes in the conceptualization of giftedness: incorporation of gifts in areas other than those emphasized in school, emphasis on qualitative aspects (patterns and structures rather than levels) and acceptance of the importance of noncognitive factors in giftedness (e.g., motivation, self‐image, feelings). A further broadening has involved steadily increasing emphasis…
Abstract Theoretical descriptions and explanations of creativity are limited in their scope if they do not reflect the interaction of the (creative) person, the problem, the process, and the product within the environmental and ecological framework. This interaction is represented by a socalled “4P‐E‐model”. A complex componential model of creativity includes three components related to…
