Attracting and developing STEMM talent toward excellence and innovation.
STEMM
educational capital
innovation
learning capital
learning resources
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:
09 Feb 2024
09 Feb 2024
Historique:
medline:
9
2
2024
pubmed:
9
2
2024
entrez:
9
2
2024
Statut:
aheadofprint
Résumé
This article provides an overview of science, technology, engineering, mathematics, and medical sciences (STEMM) talent development from first exposure to a STEMM domain to achieving eminence and innovation. To this end, a resource-oriented model of STEMM talent development is proposed as a framework. It includes a three-stage phase model based on Bloom (1985), with the main focus on interest development in the first stage, skill acquisition toward expertise and excellence in the second stage, and style formation toward eminence and innovation in the final stage. A literature review shows that from an educational perspective, each phase is mainly characterized by the focus that Bloom postulated. However, it is important that all three stages (i.e., interest development, skill acquisition, and style formation) occur in a stage-typical manner. To explain how these primary objectives of STEMM development can be supported through STEMM talent education, Ziegler and Stoeger's (2011) educational and learning capital framework is used in the proposed resource-based model. A literature review shows that consistent provisioning of the resources specified in the model is necessary for individuals to complete a learning pathway to STEMM eminence and innovation.
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : German Federal Ministry of Education and Research
ID : 16DWMQP02A
Organisme : German Federal Ministry of Education and Research
ID : 16DWMQP02B
Informations de copyright
© 2024 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals LLC on behalf of The New York Academy of Sciences.
Références
Shavinina, L. (2003). The international handbook on innovation. Elsevier Science.
Sternberg, R. J., & Ambrose, D. (2020). Conceptions of giftedness and talent. Palgrave-Macmillan.
Van Tassel-Baska, J. (2001). The talent development process: What we know and what we don't know. Gifted Education International, 16, 20-28. https://doi.org/10.1177/026142940101600105
Stoeger, H., Balestrini, D. P., & Ziegler, A. (2017). International perspectives and trends in research on giftedness and talent development. In S. Pfeiffer, M. Foley-Nicpon, & E. Shaunessy-Dedrick (Eds.), APA handbook of giftedness and talent (pp. 25-39). American Psychological Association.
Bloom, B. S. (1985). Developing talent in young people. Ballantine Books.
Gray, W. D., & Lindstedt, J. K. (2017). Plateaus, dips, and leaps: Where to look for inventions and discoveries during skilled performance. Cognitive Science, 41(7), 1838-1870. https://doi.org/10.1111/cogs.12412
Dabney, K. P., Tai, R. H., & Scott, M. R. (2016). Informal science: Family education, experiences, and initial interest in science. International Journal of Science Education, Part B, 6(3), 263-282. https://doi.org/10.1080/21548455.2015.1058990
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. https://doi.org/10.1177/1932202X17735305
National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press. https://doi.org/10.17226/13158
Ziegler, A. (2018). Hochbegabung [Giftedness]. UTB.
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. https://doi.org/10.1177/1932202X14536566
Olszewski-Kubilius, P. (2023). Front-loading STEM enrichment to prepare learners for STEM pathways. Annals of the New York Academy of Sciences, 1520(1), 161-169. https://doi.org/10.1111/nyas.14948
Trautwein, U., Golle, J., Jaggy, A.-K., Hasselhorn, M., & Nagengast, B. (2023). Mutual benefits for research and practice: Randomized controlled trials in the Hector Children’s Academy Program. Annals of the New York Academy of Sciences, 1530, 96-104. https://doi.org/10.1111/nyas.15074
Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47(3), 235-256. https://doi.org/10.1002/tea.20326
Love, K. M., Bahner, A. D., Jones, L. N., & Nilsson, J. E. (2007). An investigation of early research experience and research self-efficacy. Professional Psychology: Research and Practice, 38(3), 314-320. https://doi.org/10.1037/0735-7028.38.3.314
Assouline, S. G., Mahatmya, D., Ihrig, L. M., Lynch, S., & Karakis, N. (2023). A theoretically based STEM talent development program that bridges excellence gaps. Annals of the New York Academy of Sciences, 1522(1), 109-116. https://doi.org/10.1111/nyas.14978
Ziegler, A., & Stoeger, H. (2023). Talent denied: Equity and excellence gaps in STEMM. Annals of the New York Academy of Sciences, 1530(1), 32-45.
Frenzel, A. C., Goetz, T., Pekrun, R., & Watt, H. M. G. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507-537. https://doi.org/10.1111/j.1532-7795.2010.00645.x
Babarovic, T., & Pilar, I. (2022). Development of STEM vocational interests during elementary and middle school: A cohort-sequential longitudinal study. Journal of Career Development, 49(6), 1230-1250.
van den Hurk, A., Meelissen, M., & van Langen, A. (2019). Interventions in education to prevent STEM pipeline leakage. International Journal of Science Education, 41(2), 150-164. https://doi.org/10.1080/09500693.2018.1540897
Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22(4), 231-246. https://doi.org/10.1080/1047840X.2011.607313
Stoeger, H., Debatin, T., Heilemann, M., Schirner, S., & Ziegler, A. (2023). Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long-term follow-up study on later university major and career choices. Annals of the New York Academy of Sciences, 1523(1), 62-73. https://doi.org/10.1111/nyas.14989
Csikszentmihalyi, M. (1990). Flow. Harper & Row.
Harter, S. (1978). Effectance motivation reconsidered. Human Development, 21, 34-64. https://doi.org/10.1159/000271574
Knight, J. (2019). Instructional coaching for implementing visible learning: A model for translating research into practice. Education Sciences, 9(2), 101. https://doi.org/10.3390/educsci9020101
Siegle, D., & McCoach, D. B. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38(1), 22-27. https://doi.org/10.1177/0040059905038001
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267. https://doi.org/10.1037/0022-0663.80.3.260
Hattie, J., Hodis, F. A., & Kang, S. H. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, 61, 101865. https://doi.org/10.1016/j.cedpsych.2020.101865
Dou, R., Cian, H., Hazari, Z., Sonnert, G., & Sadler, P. M. (2023). Childhood experiences and undergraduate student interest in STEM disciplines: Attending to setting and activity type. Annals of the New York Academy of Sciences, 1526, 138-147. https://doi.org/10.1111/nyas.15013
Simonton, D. K. (2004). Creativity in science: Chance, logic, genius, and zeitgeist. Cambridge University Press.
Kaufmann, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13(1), 1-12. https://doi.org/10.1037/a0013688
Kaufman, J. C., & Beghetto (2022). Where is the when of creativity?: Specifying the temporal dimension of the four Cs of creativity. Review of General Psychology, 27(2), 194-205. https://doi.org/10.1177/10892680221142803
Harrington, D., Block, J. H., & Block, J. (1987). Testing aspects of Carl Rogers’ theory of creative environments: Child-rearing antecedents of creative potential in young adolescents. Journal of Personality and Social Psychology, 52, 851-856. https://doi.org/10.1037/0022-3514.52.4.851
Amabile, T. M. (1996). Creativity in context: Update to “The Social Psychology of Creativity”. Westview Press.
Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20, 53-66. https://doi.org/10.1080/10400410701841955
Hu, W., & Adey, P. (2010). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403. https://doi.org/10.1080/09500690110098912
Hu, W., Wu, B., Jia, X., Yi, X., Duan, C., & Meyer, W. (2013). Increasing student's scientific creativity: The “learn to think” intervention program. Journal of Creative Behavior, 47(1), 3-21. https://doi.org/10.1002/jocb.20
Karwowski, M., Gralewski, J., & Szumski, G. (2015). Teachers’ effect on students’ creative self-beliefs is moderated by students’ gender. Learning and Individual Differences, 44, 1-8. https://doi.org/10.1016/j.lindif.2015.10.001
Ericsson, K. A., Roring, R. W., & Nandagopal, K. (2007). Giftedness and evidence for reproducibly superior performance: An account based on the expert performance framework. High Ability Studies, 18, 3-56. https://doi.org/10.1080/13598130701350593
Ziegler, A., & Stoeger, H. (2008). A learning oriented subjective action space as an indicator of giftedness. Psychology Science Quarterly, 50, 222-236. https://www.psychologie-aktuell.com/fileadmin/download/PschologyScience/2-2008/09_Ziegler.pdf
Ericsson, K. A., Krampe, R., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406. https://doi.org/10.1037/0033-295X.100.3.363
Ericsson, K. A. (1998). The scientific study of expert levels of performance: General implications for optimal learning and creativity. High Ability Studies, 9(1), 75-100. https://doi.org/10.1080/1359813980090106
Ericsson, K. A., & Harwell, K. W. (2019). Deliberate practice and proposed limits on the effects of practice on the acquisition of expert performance: Why the original definition matters and recommendations for future research. Frontiers in Psychology, 10, 2396. https://doi.org/10.3389/fpsyg.2019.02396
Gruber, H., Lehtinen, E., Palonen, T., & Degner, S. (2008). Persons in the shadow: Assessing the social context of high abilities. Psychology Science Quarterly, 50(2), 237-258.
Lin-Siegler, X., Lovett, B. J., Du, Y., Yamane, K., Wang, K., & Hadis, S. (2023). What experiences constitute failures? High school students’ reflections on their struggles in STEM classes. Annals of the New York Academy of Sciences, 1524, 105-117. https://doi.org/10.1111/nyas.14990
Subotnik, R. F., Olszewski-Kubilius, P., Khalid, M., & Finster, H. (2021). A developmental view of mentoring talented students in academic and nonacademic domains. Annals of the New York Academy of Sciences, 1483(1), 199-207. https://doi.org/10.1111/nyas.14286
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2023). The role of insider knowledge in the trajectories of highly accomplished scientists. Annals of the New York Academy of Sciences, 1527(1), 84-96. https://doi.org/10.1111/nyas.15034
Crabtree, L. M., Richardson, S. C., & Lewis, C. W. (2019). The gifted gap, STEM education, and economic immobility. Journal of Advanced Academics, 30(2), 203-231. https://doi.org/10.1177/1932202X19829749
Hardesty, J., McWilliams, J., & Plucker, J. A. (2014). Excellence gaps: What they are, why they are bad, and how smart contexts can address them… or make them worse. High Ability Studies, 25(1), 71-80. https://doi.org/10.1080/13598139
Olszewski-Kubilius, P., & Clarenbach, J. (2014). Closing the opportunity gap: Program factors contributing to academic success in culturally different youth. Gifted Child Today, 37(2), 103-110. https://doi.org/10.1177/1076217514520630
McCardle, L., Young, B. W., & Baker, J. (2019). Self-regulated learning and expertise development in sport: Current status, challenges, and future opportunities. International Review of Sport and Exercise Psychology, 12(1), 112-138. https://doi.org/10.1080/1750984X.2017.1381141
Zeidner, M., & Stoeger, H. (2019). Self-regulated learning: A guide for the perplexed. High Ability Studies, 30, 9-51. https://doi.org/10.1080/13598139.2019.1589369
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64-70. https://doi.org/10.1207/s15430421tip4102_2
Stoeger, H., & Zeidner, M. (2019). Self-regulated learning in gifted, talented, and high-achieving learners [Guest Editorial]. High Ability Studies, 30, 1-8. https://doi.org/10.1080/13598139.2019.1601326
Stoeger, H., Fleischmann, S., & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary school: The theoretical basis of and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Education Review, 16, 257-267. https://doi.org/10.1007/s12564-015-9376-7
Gottfried, A. W., Gottfried, A. E., Cook, C. R., & Morris, P. E. (2005). Educational characteristics of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood. Gifted Child Quarterly, 49, 186-192. https://doi.org/10.1177/001698620504900206
Benden, D. K., & Lauermann, F. (2023). Relative importance of students’ expectancy-value beliefs as predictors of academic success in gateway math courses. Annals of the New York Academy of Sciences, 1521(1), 132-139. https://doi.org/10.1111/nyas.14961
Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., Brunwasser, S. M., & Duckworth, A. L. (2016). Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology, 111(5), 728-744. https://doi.org/10.1037/pspp0000074
Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683-703). Cambridge University Press. https://doi.org/10.1017/CBO9780511816796.038
Vink, K., Raudsepp, L., & Kais, K. (2015). Intrinsic motivation and individual deliberate practice are reciprocally related: Evidence from a longitudinal study of adolescent team sport athletes. Psychology of Sport and Exercise, 16, 1-6. https://doi.org/10.1016/j.psychsport.2014.08.012
Ericsson, K. A. (1996). The road to expert performance: Empirical evidence from the arts and sciences, sports, and games. Erlbaum.
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum. Psychology Press.
VanTassel-Baska, J. L. (1989). Characteristics of the developmental path of eminent and gifted adults. In J. L. VanTassel-Baska & P. Olszewski-Kubilius (Eds.), Patterns of influence on gifted learners: The home, the self, and the school (pp. 146-162). Teachers College Press.
Abramo, G., D'Angelo, C. A., & Costa, F. D. (2010). Testing the trade-off between productivity and quality in research activities. Journal of the American Society for Information Science and Technology, 61(1), 132-140. https://doi.org/10.1002/asi.21254
Huang, D. W. (2016). Positive correlation between quality and quantity in academic journals. Journal of Informetrics, 10(2), 329-335. https://doi.org/10.1016/j.joi.2016.02.002
Michalska-Smith, M. J., & Allesina, S. (2017). And, not or: Quality, quantity in scientific publishing. PLoS One, 12(6), e0178074. https://doi.org/10.1371/journal.pone.0178074
Simonton, D. K. (1991). Career landmarks in science: Individual differences and interdisciplinary contrasts. Developmental Psychology, 27, 119-130. https://doi.org/10.1037/0012-1649.27.1.119
Aguinis, H., Ji, Y. H., & Joo, H. (2018). Gender productivity gap among star performers in STEM and other scientific fields. Journal of Applied Psychology, 103(12), 1283-1306. https://doi.org/10.1037/apl0000331
Simonton, D. K. (2018). Historiometric methods. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt, & A. M. Williams (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed., pp. 310-327). Cambridge University Press.
Rinn, A. N. (2024). A critique on the current state of research on the social and emotional experiences of gifted individuals and a framework for moving the field forward. Gifted Child Quarterly, 68(1), 34-48. https://doi.org/10.1177/00169862231197
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, 168, 161-176. https://doi.org/10.1002/cad.20318
Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.) Handbook of creativity (pp. 313-335). Cambridge University Press.
Form, S., Schlichting, K., & Kaernbach, C. (2017). Mentoring functions: Interpersonal tensions are associated with mentees’ creative achievement. Psychology of Aesthetics, Creativity, and the Arts, 11(4), 440-450. https://doi.org/10.1037/aca0000103
Liénard, J. F., Achakulvisut, T., Acuna, D. E., & David, S. V. (2018). Intellectual synthesis in mentorship determines success in academic careers. Nature Communications, 9(1), 4840. https://doi.org/10.1038/s41467-018-07034-y
Zuckerman, H. (1977). Scientific elite: Nobel Laureates in the United States. Free Press.
Nunez, M., Yu, H.-P., & Ziegler, A. (2023). Can eminence in STEAM produce more female role models? Recent trends in prizes known as the Nobel or the highest honors of a field. Contemporary Educational Research Quarterly, 31(3), 3-31. https://doi.org/10.6151/CERQ.202309_31(3).0001
Nielsen, M. W., Bloch, C. W., & Schiebinger, L. (2018). Making gender diversity work for scientific discovery and innovation. Nature Human Behaviour, 2(10), 726-734. https://doi.org/10.1038/s41562-018-0433-1
Wang, J., Cheng, G. H. L., Chen, T., & Leung, K. (2019). Team creativity/innovation in culturally diverse teams: A meta-analysis. Journal of Organizational Behavior, 40(6), 693-708. https://doi.org/10.1002/job.2362
Stoeger, H. (2009). The history of giftedness research. In L. V. Shavinia (Ed.), International handbook on giftedness (pp. 17-38). Springer.
Ziegler, A., & Stoeger, H. (2017). Systemic gifted education. A theoretical introduction. Gifted Child Quarterly, 61, 183-193. https://doi.org/10.1177/0016
Ziegler, A., Balestrini, D. P., & Stoeger, H. (2018). An international view on gifted education: Incorporating the macro-systemic perspective. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (pp. 15-28). Springer.
Ziegler, A., & Stoeger, H. (2019). A nonagonal framework of regulation in talent development (NFRTD). High Ability Studies, 30, 127-145. https://doi.org/10.1080/13598139
Ziegler, A., & Stoeger, H. (2023). First steps toward assessing talent-support systems on a country level. High Ability Studies. https://doi.org/10.1080/13598139.2023.2206113
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., & Stoeger, H. (2011). Expertisierung als Adaptions- und Regulationsprozess: Die Rolle von Bildungs- und Lernkapital [Expertise as a process of adaptation and regulation: The role of educational and learning capital]. In M. Dresel & L. Lämmle (Hrsg.), Motivation, Selbstregulation und Leistungsexzellenz [Motivation, self-regulation, and performance excellence]. Talentförderung-Expertisenentwicklung-Leistungsexzellenz [Talent development-Expertise development-Performance excellence], Bd. 9 (S. 131-152). LIT.
Brown, D. M., Porter, C., Hamilton, F., Almanza, F., Narvid, C., Pish, M., & Arizabalo, D. (2022). Interactive associations between physical activity and sleep duration in relation to adolescent academic achievement. International Journal of Environmental Research and Public Health, 19(23), 15604. https://doi.org/10.3390/ijerph192315604
Schneider, W. (1993). Acquiring expertise: Determinants of exceptional performance. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 311-324). Pergamon.
Ericsson, K. A., Charness, N., Feltovich, P., & Hoffman, R. (2006). Cambridge handbook on expertise and expert performance. Cambridge University Press.
Luo, L., & Stoeger, H. (2023). Developing eminence in STEMM: An interview study with talent development and STEMM experts. Annals of the New York Academy of Sciences, 1521(1), 112-131. https://doi.org/10.1111/nyas.14968
Wallace, D., & Gruber, H. E. (1989). Creative people at work: Twelve cognitive case studies. Oxford University Press.
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83. https://doi.org/10.1037/0012-1649.42.1.70
Tyson, W., Lee, R., Borman, K. M., & Hanson, M. A. (2007). Science, technology, engineering, and mathematics (STEM) pathways: High school science and math coursework and postsecondary degree attainment. Journal of Education for Students Placed at Risk, 12(3), 243-270. https://doi.org/10.1080/10824660701601266
Chen, Q., Kong, Y., Gao, W., & Mo, L. (2018). Effects of socioeconomic status, parent-child relationship, and learning motivation on reading ability. Frontiers in Psychology, 9, 1297. https://doi.org/10.3389/fpsyg.2018.01297
Chiu, M. M., & Xihua, Z. (2008). Family and motivation effects on mathematics achievement: Analyses of students in 41 countries. Learning and Instruction, 18(4), 321-336. https://doi.org/10.1016/j.learninstruc.2007.06.003
Hanushek, E. A., & Kimko, D. D. (2000). Schooling, labor-force quality, and growth of nations. American Economic Review, 90, 1184-1208. https://doi.org/10.1257/aer.90.5.1184
Dutton, E., te Nijenhuis, J., & Roivainen, E. (2014). Solving the puzzle of why Finns have the highest IQ, but one of the lowest number of Nobel prizes in Europe. Intelligence, 46, 192-202. https://doi.org/10.1016/j.intell.2014.06.006
Rodríguez-Navarro, A. (2011). Measuring research excellence: Number of Nobel Prize achievements versus conventional bibliometric indicators. Journal of Documentation, 67(4), 582-600. https://doi.org/10.1108/00220411111145007
Ortega, F. B. (2013). The intriguing association among chocolate consumption, country's economy and Nobel Laureates. Clinical Nutrition, 32(5), 874-875. https://doi.org/10.1016/j.clnu.2013.05.011
Ammermüller, A., & Lauer, C. (2007). Bildung und nationale Prosperität [Education and national prosperity]. In K. A. Heller & A. Ziegler (Hrsg.), Begabt sein in Deutschland [Being gifted in Germany]. Talentförderung-Expertiseentwicklung-Leistungsexzellenz [Talent development-Expertise development-Performance excellence], Bd. 1 (S. 31-48). LIT.
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899-906. https://doi.org/10.1177/0956797611435530
Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195-206. https://doi.org/10.1037/a0036981
George-Jackson, C. E. (2014). Undergraduate women's persistence in the sciences. NASPA Journal About Women in Higher Education, 7(1), 96-119. https://doi.org/10.1515/njawhe-2014-0006
Räty, H., & Kärkkäinen, R. (2011). Talent or effort? Parents’ explanations of their children's mathematical performance in relation to mathematical competence. Social Behavior and Personality, 39(5), 691-700. https://doi.org/10.2224/sbp.2011.39.5.691
Sonnert, G. (2009). Parents who influence their children to become scientists: Effects of gender and parental education. Social Studies of Science, 39(6), 927-941. https://doi.org/10.1177/0306312709335843
Freeman, B., Marginson, S., & Tytler, R. (2014). The age of STEM: Educational policy and practice across the world in science, technology, engineering and mathematics. Routledge.
Kahn, M. (2014). STEM education in the quest to build a new South Africa. In B. Freeman, S. Margison, & R. Tytler (Eds.), The age of STEM: Educational policy and practice across the world in science, technology, engineering and mathematics (pp. 278-292). Routledge.
Stoeger, H. (2007). Berufskarrieren begabter Frauen [Professional careers of talented women]. In K. A. Heller, & A. Ziegler (Hrsg.), Begabt sein in Deutschland [Being gifted in Germany]. Talentförderung-Expertiseentwicklung-Leistungsexzellenz [Talent development-Expertise development-Performance excellence], (S. 266-290). LIT.
Ziegler, A., Debatin, T., & Stoeger, H. (2019). Learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences, 1445, 39-51. https://doi.org/10.1111/nyas.14018
Bell, A., Chetty, R., Jaravel, X., Petkova, N., & Van Reenen, J. (2019). Who becomes an inventor in America? The importance of exposure to innovation. Quarterly Journal of Economics, 134(2), 647-713. https://doi.org/10.1093/qje/qjy028
Cartwright, N. (1999). The dappled world. Cambridge University Press.
Koperski, J. (2006). Models. Internet Encyclopedia of Philosophy. Retrieved from https://iep.utm.edu/models/#H6
Banks, D. (1997). Clusters of talent. Classification society of North America newsletter 48m. http://www.pitt.edu/~csna/news/csna.news48.html
Coyle, D. (2009). The talent code: Greatness isn't born. It's grown. Here's how. Bantam.
Syed, M. (2010). Bounce: Mozart, Federer, Picasso, Beckham, and the science of success. Harper Collins.
IMO. (2023). International Mathematical Olympiad (IMO): Results. Retrieved from https://www.imo-official.org/results.aspx
Rindermann, H. (2011). Results in the International Mathematical Olympiad (IMO) as indicators of the intellectual classes’ cognitive-ability level. In A. Ziegler & C. Perleth (Eds.), Excellence. Essays in honour of Kurt. A. Heller (pp. 303-321). LIT.
Saul, M., & Vaderlind, P. (2022). Outreach by the International Mathematical Olympiad to the mathematics education community. ZDM-Mathematics Education, 54(5), 997-1007.
Ziegler, A., Chandler, K., 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, 310-333. https://doi.org/10.1177/0162353217734376