Developing eminence in STEMM: An interview study with talent development and STEMM experts.
STEMM education
expert interview
qualitative research
talent development
Journal
Annals of the New York Academy of Sciences
ISSN: 1749-6632
Titre abrégé: Ann N Y Acad Sci
Pays: United States
ID NLM: 7506858
Informations de publication
Date de publication:
03 2023
03 2023
Historique:
pubmed:
3
2
2023
medline:
28
3
2023
entrez:
2
2
2023
Statut:
ppublish
Résumé
In the present day, we need outstanding scientists, engineers, mathematicians, and medical science researchers more than ever to solve the world's most pressing issues, such as climate change, water contamination, and cyber security. Naturally, we ask the question: What does it take to develop eminence in science, technology, engineering, mathematics, and medical science (STEMM)? To answer this question, we interviewed two relevant groups of experts: 14 talent development researchers and 14 STEMM experts. The interview questions were developed based on the theoretical framework of the Actiotope Model of Giftedness and the related educational and learning capital approach that differentiates five types of exogenous resources (educational capital) and five types of endogenous resources (learning capital) that feed into talent development toward eminence. The results show that all types of capital were regarded as important by the experts for developing eminence in STEMM. However, there were also differences. We describe the educational and learning capital that talent development researchers and STEMM experts considered to be important for talent development in STEMM, as well as the similarities and differences between the two groups.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
112-131Informations de copyright
© 2023 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals LLC on behalf of New York Academy of Sciences.
Références
Bloom, B. S. (1985). Developing talent in young people. Ballantine Books.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1997). Talented teenagers: The roots of success and failure. Cambridge University Press.
Feist, G. J. (2006). The development of scientific talent in Westinghouse finalists and members of the National Academy of Science. Journal of Adult Development, 13, 23-35.
Feldman, D. H. (1991). Nature's gambit: Child prodigies and the development of human potential. Teacher's College Press.
Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. Basic Books.
Gladwell, M. (2008). Outliers: The story of success. Little, Brown and Company.
Gross, M. (1993). Exceptionally gifted children. Routledge.
Lubinski, D., & Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise. Perspective on Psychological Science, 1(4), 316-337.
Shavinina, L. V. (2004). Explaining the high abilities of Nobel laureates. High Ability Studies, 15(2), 243-254.
Subotnik, R. F., Summers, E., Kassan, L., & Wasser, A. (1993). Genius revisited: High IQ children grown up. Ablex Publishing.
Zuckerman, H. (1977). Scientific elite: Nobel laureates in the United States. Free Press.
Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119-147.
Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane, & T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (pp. 61-80). Prufrock Press.
Ziegler, A. (2005). The Actiotope Model of Giftedness. In R. Sternberg, & J. Davidson (Eds.), Conceptions of giftedness (pp. 411-434). Cambridge University Press.
Paik, S. J. (2013). Nurturing talent, creativity, and productive giftedness: A new mastery model. In K. H. Kim, J. C. Kaufman, J. Baer, & B. Sriraman (Eds.), Creatively gifted students are not like other gifted students: Research, theory and practice (pp. 101-119). Sense Publishers.
Paik, S. J. (2015). Educational productivity. In J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences (pp. 1-23, 2nd ed.). Elsevier.
Ziegler, A., & Baker, J. (2013). Talent development as adaptation: The role of educational and learning capital. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East Asia: Explorations in the Actiotope Model of Giftedness (pp. 18-39). Routledge.
Ziegler, A., Chandler, K. L., Vialle, W., & Stoeger, H. (2017). Exogenous and endogenous learning resources in the Actiotope Model of Giftedness and its significance for gifted education. Journal for the Education of the Gifted, 40(4), 310-333.
Ziegler, A., Stoeger, H., & Balestrini, D. P. (2017). Systemic gifted education. In J. R. Cross, C. O'Reilly, & T. L. Cross (Eds.), Providing for the special needs of students with gifts and talents (pp. 15-55). CTYI Press.
Bellisle, F. (2004). Effects of diet on behavior and cognition in children. British Journal of Nutrition, 92, 227-232.
Gottfredson, L. S. (2004). Life, death, and intelligence. Journal of Cognitive Education and Psychology, 4, 23-46.
Aberg, M. A. I., Pedersen, N. L., Torén, K., Svartengren, M., Bäckstrand, B., Johnsson, T., & Kuhn, H. G. (2009). Cardiovascular fitness is associated with cognition in young adulthood. Proceedings of the National Academy of Sciences, 106, 20906-20911.
Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007). Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport and Exercise Psychology, 29, 239-252.
Chaddock, L., Hillman, C. H., Buck, S. M., & Cohen, N. J. (2011). Aerobic fitness and executive control of relational memory in preadolescent children. Medicine & Science in Sports & Exercise, 43, 344-349.
Curcio, G., Ferrara, M., & De Gennaro, L. (2006). Sleep loss, learning capacity and academic performance. Sleep Medicine Reviews, 10, 323-337.
Shephard, R. J. (1997). Curricular physical activity and academic performance. Pediatric Exercise Science, 9, 113-126.
Smith, C. (2001). Sleep states and memory processes in humans: Procedural versus declarative memory systems. Sleep Medicine Reviews, 5, 491-506.
Paik, S. J., Gozali, C., & Marshall-Harper, K. R. (2019). Productive giftedness: A new mastery approach to understanding talent development. New Directions for Child and Adolescent Development, 2019(168), 131-159.
Preckel, F., Golle, J., Grabner, R., Jarvin, L., Kozbelt, A., Müllensiefen, D., Olszewski-Kubilius, P., Schneider, W., Subotnik, R., Vock, M., & Worrell, F. C. (2020). Talent development in achievement domains: A psychological framework for within- and cross-domain research. Perspectives on Psychological Science, 15(3), 691-722.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
Mandl, H., & Friedrich, H. F. (2006). Handbuch lernstrategien [Handbook of learning strategies]. Hogrefe.
Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 25(1), 519-535.
Eppler, M. A., & Harju, B. L. (1997). Achievement motivation goals in relation to academic performance in traditional and nontraditional college students. Research in Higher Education, 38, 557-573.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
Araújo, L. S., Cruz, J. F. A., & Almeida, L. S. (2017). Achieving scientific excellence: An exploratory study of the role of emotional and motivational factors. High Ability Studies, 28(2), 249-264.
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
Hayes, J. R. (1985). Three problems in teaching problem solving skills. In S. Chipman, & R. Glaser (Eds.), Thinking and learning skills (pp. 391-405). Erlbaum.
Ericsson, K. A., & Pool, R. (2016). Peak: Secrets from the science of expertise. Houghton Mifflin Harcourt.
Dettmers, S., Trautwein, U., Lüdtke, O., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102, 467-482.
Krampe, R. T., & Ericsson, K. A. (1996). Maintaining excellence: Deliberate practice and elite performance in young and older pianists. Journal of Experimental Psychology: General, 125(4), 331-359.
Ward, P., Hodges, N. J., Starkes, J. L., & Williams, M. A. (2007). The road to excellence: Deliberate practice and the development of expertise. High Ability Studies, 18(2), 119-153.
Vialle, W. (2013). The “Tiger mother” factor: Curriculum, schooling and mentoring of Asian students in an Australian context. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East-Asia: Explorations in the Actiotope Model of Giftedness (pp. 136-153). Routledge.
Olszewski-Kubilius, P., Subotnik, R. F., Davis, L. C., & Worrell, F. C. (2019). Benchmarking psychosocial skills important for talent development. New Directions for Child and Adolescent Development, 2019(168), 161-176.
Subotnik, R. F., Edmiston, A. M., Cook, L., & Ross, M. D. (2010). Mentoring for talent development, creativity, social skills, and insider knowledge: The APA Catalyst Program. Journal of Advanced Academics, 21(4), 714-739.
Hart, B., & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28(6), 1096-1105.
Thomas, M. S. C., Forrester, N. A., & Ronald, A. (2013). Modeling socioeconomic status effects on language development. Developmental Psychology, 49(12), 2325-2343.
Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58(1), 175-199.
Feng, L., & Yao, L. (2021). Family SES, positive involvement, negative discipline and Chinese preschooler's approaches to learning. Current Psychology, https://doi.org/10.1007/s12144-021-02288-0
Liu, J., Peng, P., & Luo, L. (2020). The relation between family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review, 32, 49-76.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.
White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91(3), 461-481.
Wu, W.-T., & Chen, J.-D. (2001). A follow-up study of Taiwan physics and chemistry Olympians: The role of environmental influences in talent development. Gifted and Talented International, 16(1), 16-26.
Statista. (2022). Number of Nobel Prize Laureates for chemistry by nationality 1901 to 2022. Retrieved from https://www.statista.com/statistics/262895/nobel-prize-laureates-for-chemistry-by-nationality-since-1901/
Statista. (2022). Number of Nobel Prize Laureates in medicine by nationality 1901 to 2022. Retrieved from https://www.statista.com/statistics/262896/nobel-prize-laureates-in-medicine-by-nationality/
Statista. (2022). Number of Nobel Prize Laureates in physics from 1901 to 2022, by nationality. Retrieved from https://www.statista.com/statistics/262900/nobel-prize-laureates-in-physics-by-nationality/
Marks, G. N., Cresswell, J., & Ainley, J. (2006). Explaining socioeconomic inequalities in student achievement: The role of home and school factors. Educational Research and Evaluation, 12(2), 105-128.
Downey, D. B., & Vogt Yuan, A. S. (2005). Sex differences in school performance during high school: Puzzling patterns and possible explanations. Sociological Quarterly, 46, 299-321.
Almarode, J. T., Subotnik, R. F., Crowe, E., Tai, R. H., Lee, G. M., & Nowlin, F. (2014). Specialized high schools and talent search programs: Incubators for adolescents with high ability in STEM disciplines. Journal of Advanced Academics, 25(3), 307-331.
Schlagberger, E. M., Bornmann, L., & Bauer, J. (2016). At what institutions did Nobel laureates do their prize-winning work? An analysis of biographical information on Nobel laureates from 1994 to 2014. Scientometrics, 109(2), 723-767.
Bouchey, H. A., & Harter, S. (2005). Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence. Journal of Educational Psychology, 97(4), 673-686.
Fuligni, A. J. (1997). The academic achievement of adolescents from immigrant families: The role of family background, attitudes, and behavior. Child Development, 68, 351-363.
Fuligni, A. J. (2007). Family obligation, college enrollment, and emerging adulthood in Asian and Latin American families. Child Development Perspectives, 1(2), 96-100.
Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35, 101-111.
Li, J. (2004). A Chinese cultural model of learning. In L. Fan, N.-Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives form insiders (pp. 124-156). World Scientific.
Shek, D. T. L., & Chan, L. K. (1999). Hong Kong Chinese parents’ perceptions of the ideal child. Journal of Psychology: Interdisciplinary and Applied, 133, 291-302.
McInerney, D. M. (2008). Personal investment, culture and learning: Insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia. International Journal of Psychology, 43, 870-879.
Phillipson, S. N., Stoeger, H., & Ziegler, A. (2013). Exceptionality in East-Asia: Explorations in the Actiotope Model of Giftedness. Routledge.
Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping. Journal of Experimental Social Psychology, 40(5), 642-658.
Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women's representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal of Educational Psychology, 107(3), 631-644.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
Lindberg, S. M., Hyde, J. S., Peterson, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136, 1123-1135.
Makarova, E., Aeschlimann, B., & Herzog, W. (2019). The gender gap in STEM fields: The impact of the gender stereotype of math and science on secondary students’ career aspirations. Frontiers in Education, 4, 60.
Tiedemann, J. (2000). Parents’ gender stereotypes and teachers’ beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144-151.
Gruber, H., Lehtinen, E., Palonen, T., & Degner, S. (2008). Persons in the shadow: Assessing the social context of high abilities. Psychology Science Quarterly, 50, 237-258.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Kiewra, K. A., Luo, L., & Flanigan, A. E. (2021). Educational psychology early career award winners: How did they do it? Educational Psychology Review, 33(4), 1981-2018.
Stoeger, H., Ziegler, A., & Schimke, D. (2009). Mentoring: Theoretische Hintergründe, empirische Befunde und praktische Anwendungen [Mentoring: Theoretical background, empirical results, and practical implementation]. Pabst.
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16.
Saldana. (2016). The coding manual for qualitative researchers. Sage.
Shkedi. (2005). Multiple case narrative: A qualitative approach to studying multiple populations. John Benjamins Publishing.
Worrell, F. C. (2021). Motivation: A critical lever for talent development. In P. Olszewski-Kubillus, R. F. Subotnik, & F. C. Worrell (Eds.), Talent development as a framework for gifted education (pp. 253-279). Routledge.
Simonton, D. K. (1994). Greatness: who makes history and why. Guilford Press.
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2018). The psychology of high performance: Developing human potential into domain-specific talent. American Psychological Association.
Wai, J. (2013). Investigating America's elite: Cognitive ability, education, and sex differences. Intelligence, 41, 203-211.
Wai, J. (2014). Experts are born, then made: Combining prospective and retrospective longitudinal data shows that cognitive ability matters. Intelligence, 45, 74-80.
Tibken, C., Richter, T., von Der Linden, N., Schmiedeler, S., & Schneider, W. (2022). The role of metacognitive competences in the development of school achievement among gifted adolescents. Child Development, 93(1), 117-133.
Dai, D. Y. (2019). New directions in talent development research: A developmental systems perspective. New Directions for Child and Adolescent Development, 2019(168), 177-197.
Almarode, J. T., Subotnik, R. F., Dabney, K. P., Crowe, E., Tai, R. H., & Kolar, C. (2018). Parent or guardian characteristics and talented students’ persistence in STEM. In K. S. Taber, M. Sumida, & L. McClure (Eds.), Teaching gifted learners in STEM subjects: Developing talent in science, technology, engineering and mathematics (pp. 46-64). Routledge.
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2019). Environmental factors and personal characteristics interact to yield high performance in domains. Frontiers in Psychology, 10, 2804.
Calderon, J., Subotnik, R., Knotek, S., Rayhack, K., & Gorgia, J. (2007). Focus on the psychosocial dimensions of talent development: An important potential role for consultee-centered consultants. Journal of Educational and Psychological Consultation, 17(4), 347-367.
Pleiss, M. K., & Feldhusen, J. F. (1995). Mentors, role models, and heroes in the lives of gifted children. Educational Psychologist, 30(3), 159-169.
Vialle, W. (2017). Supporting giftedness in families: A resources perspective. Journal for the Education of the Gifted, 40(4), 372-393.
Makkonen, T., Lavonen, J., & Tirri, K. (2022). Factors that help or hinder the development of talent in physics: A qualitative study of gifted Finnish upper secondary school students. Journal of Advanced Academics, 33(4), 507-539.
Mullet, D. R., Rinn, A. N., & Kettler, T. (2017). Catalysts of women's talent development in STEM: A systematic review. Journal of Advanced Academics, 28(4), 253-289.