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![A schematic representation of the evolving complexity theory (ECT) of talent development (Dai, 2017 [45]). Note that the arrow indicates the growth of the person (endogenous factors) while interacting with the two exogenous forces: environmental press and sociocultural mediation.](publication/343925736/figure/fig2/AS:938384482648066@1600739703833/A-schematic-representation-of-the-evolving-complexity-theory-ECT-of-talent-development.png)
A schematic representation of the evolving complexity theory (ECT) of talent development (Dai, 2017 [45]). Note that the arrow indicates the growth of the person (endogenous factors) while interacting with the two exogenous forces: environmental press and sociocultural mediation.
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This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous...
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... technical and social support (e.g., pedagogy, peer support, and mentorship), which might not be crucial in early years, can be critical in the advanced phase of development. This dynamic is what ECT prescribes as a push-and-sustain mechanism [45] that propels an accelerant's talent development trajectory every step of the way (see Figure 2). (Dai, 2017 [45]). ...
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... It assumes that each talent area has a developmental path with differing time requirements and opportunities that society should provide (Subotnik et al., 2011), and it suggests that research studies should take a more consistent approach to knowing the levels of outstanding performance that the talented can reach and the means of reaching that level. Over the past period, between the emergence of talent development theories and the present, there are a limited number of fields that have been researched through this perspective, such as music (Preckel et al., 2020), STEM fields (Dai & Li, 2020), and academic talents (Gierczyk & Pfeiffer, 2021). This new approach has not yet been applied to creative writing. ...
The study investigated the stages of talent development in the field of creative writing among story and novel writers, to examine the influence of chronological age, internal factors, and environmental factors. We used a qualitative methodology with a phenomenological design and conducted in-depth interviews with writers and novelists in the Kingdom of Saudi Arabia. There were 21 participants (18 males/3 females) whose ages ranged from 35 to 72 years, with an average age of 53 years. After processing the qualitative data, we identified three stages of talent development with different time frames. Each stage is affected by environmental and psychological factors that contribute to developing creative writing talent and reaching excellence. Through the analysis, we estimated the timing for the beginning and end of each stage and the factors that affect them; five factors affected the first stage, and three factors affected each of the second and third stages. We also found mutual correlations between some factors, and independence among others. Based on the findings, we discuss how these factors work according to the model's assumptions, and the assumptions that support participants' success in dealing with challenges and approaching exceptional excellence. Finally, we put forward a number of recommendations.
... Other measures that include developmental aspects of employability should be considered due to the dynamic process of employability. Many long-standing career theories and recent research emphasise factors influencing such development, referencing factors such as vocational interests and identities [30,31], life roles and stages [32,33], gender and occupational stereotypes [34][35][36], chance events and coping [37,38], and contextual factors and resources from social and political systems that are largely outside individuals' control [39][40][41]. These theories and research highlight employability more as a process than a result. ...
Graduate outcomes are a key indicator of university performance, yet the progression of students in career preparation during university is ill-understood. The Career Registration Methodology (CRM) addresses this gap by tracking students’ career planning and participation in employability and professional experiences (EPEs) throughout their university enrolment. This research used CRM to monitor students’ employability development and career readiness, assessing their impact on graduate outcomes. By analysing longitudinal CRM data and Graduate Outcomes Survey (GOS) results from 1653 students, this study examined how EPEs and career readiness influenced full-time employment, job offers, the perceived value of qualifications, and perceptions of overqualification. Correlation and trend analyses revealed positive associations between career readiness over time and employment outcomes, with regression analyses identifying EPEs as the most significant factor. Practical implications of the findings highlight CRM’s value in aiding higher education institutions, especially Work Integrated Learning (WIL) and Career Development Learning (CDL) educators, to identify trends and tailor support whilst students are still in the university. As the first CRM study in Australia based on the first available cohort, the exploratory nature of this research is acknowledged along with recommendations to refine periodic, non-intrusive measurements such as CRM for enhanced validity and reliability.
... First, as the interviews employed a retrospective study, memory-related shortcomings and emotional changes may have occurred over time-for better or for worse. However, such a methodology is greatly accepted in academic research [63]. Moreover, only 14 of the 440 participants agreed to talk about their experiences in an interview. ...
Aims: This study aimed at examining coach-athlete violence based on the retrospective reports of adults who had been athletes as children and adolescents; predict variables that contribute to the existence of such violence; describe difficulties that the participants encountered as young athletes following such violence; and reveal the outcomes of such violence on their emotions and behaviors, in the past and present. Methodology: The applied mixed methods comprised quantitative self-reporting questionnaires and qualitative interviews. The former included 440 participants (mean age 27.6) who had trained for at least one year in a sports union youth department; the latter included 14 participants (aged 23–37). These competitive athletes came from eight branches of sports. The interviews were analyzed based on the Narrative Approach. Results: According to the quantitative study, all participants had experienced coach violence at least once during their career, mainly psychological violence and neglect, followed by physical violence. Sexual violence was least reported. The age of their retirement from sports and the number of coaches that they had had were significant predictors of violence. Thematic analysis of the qualitative interviews resulted in six types of coach-athlete violence: (1) psychological violence; (2) verbal violence; (3) starvation and food fattening; (4) non-proportional punishing; (5) physical violence; and (6) sexual violence. Conclusions: It is vital that coach-athlete violence is addressed in public discourse, that the topic of young athletes’ safety is introduced into coaching education, and that a position holder is nominated to be in charge of such safety in all sports organizations.
... Враховуючи концепцiю Д. Ю. Дая та С. Лi про роль адаптацiйних зусиль у розвитку потенцiалу особистостi, важливою є теза про характер взаємодiї ендогенних та екзогенних сил, якi мотивують i спрямовують розвиток психологiчного потенцiалу особистостi [5]. Розвиток особистостi пiдлiтка викликає у нього потребу, яка має адаптивнi наслiдки. ...
The article is devoted to an empirical study of the intersubjective interaction nature influence in the children's health and recreation facility developmental environment on the individual's psychological potential manifestation specifics in adolescence. The teenager's psychological potential actualizing model was developed and tested based on the research. The aim of the study is to research the development and implementation specifics of the teenager's psychological potential actualization model in temporary developmental environment children's groups. The adolescents' psychological potential specific manifestations structural characteristics study was conducted in 2017-2022. 2022 teenagers participated in the experiment on a voluntary basis and anonymously. Methods. The study has a longitudinal cyclical nature. Quantitative assessment methods were used: sociometric survey (J. Moreno) and emotional intelligence assessment (N. Hall); and qualitative assessment: a stories-narratives "My Potential" hermeneutic study. Theoretical analysis methods, scientific material synthesis and systematization according to the research aim, obtained results quantitative and qualitative assessment comparative methods were also used. Results. The study showed actualizing the adolescent's psychological potential introducing effectiveness technology into the children's health and recreation facility developmental environment. The intersubjective interaction developmental environment is organized to increase the emotional intelligence level, improve the individual's social status in the group, which activates the adolescent's psychological potential components development (motivational, behavioural, emotional and value), according to the development social situation and through the leading activities implementation. Conclusions. The adolescent's psychological potential actualization model application has been developed and substantiated. Forms and methods of developmental work with teenagers according to the competence approach are outlined. There are significant results in the adolescent's psychological potential increasing indicators regarding the components direction.
... Focusing on the talent development paradigm and the contributions of its theories, this development process is based on the dynamic interaction between many endogenous and exogenous factors. Internal factors are associated with individuals, including their different abilities such as leadership abilities, whereas the latter is associated with the environment; the most important of which is the educational environment, including teachers and educators as its most important components (Dai & Li, 2020;Gagne, 2021a, b;Gierczyk & Pfeiffer, 2021;Paik et al., 2018;Swanson et al., 2020). Recent studies are shifting towards talent development and exploring the aspects related to it. ...
... For Dai (2017), the individual is a system, interacting with the surrounding environment with its diverse factors. These studies have concluded that endogenous factors such as individual abilities, skills, and personal traits, along with the environmental factors found in the field of education, especially school and teaching staff, interact to develop talents and nurture them to reach the maximum possible level (Dai & Li, 2020;Gierczyk & Pfeiffer, 2021). ...
... These results generally agree with several studies such as those of Dai and Li (2020) and Gierczyk and Pfeiffer (2021) on the role of teachers and the educational environment as effective exogenous factors of talent development in different fields. ...
This study seeks to explore the reality of the role of teachers and coordinators of gifted students in developing their leadership abilities in Al-Ahsa high schools from the perspective of teachers, coordinators, and students. The descriptive analytical method was used whereby two questionnaires were distributed to a random sample of 78 high school gifted students and 53 teachers and coordinators at Al-Ahsa governorate during the academic year 2020-2021. Statistical means, standard deviations, and an independent t-test were used for the analysis of the data. Findings show that the role of teachers and coordinators in developing gifted students' leadership abilities was at a high level from the teachers' and coordinators' perspectives. From students' perspective, it was high as well, however, with a lower average compared to that of teachers. There were statistically significant differences due to the gender variable in favour of male participants in the dimensions of technical and competitive leadership abilities. However, there were no statistically significant differences attributed to gender variables in human leadership and conceptual leadership abilities dimensions, nor in terms of the job title variable. Considering these findings, it is recommended the role of teachers and coordinators of gifted students is strengthened through specialized leadership training, and by giving more attention to the development of leadership abilities among females.
... Focusing on the talent development paradigm and the contributions of its theories, this development process is based on the dynamic interaction between many endogenous and exogenous factors. Internal factors are associated with individuals, including their different abilities such as leadership abilities, whereas the latter is associated with the environment; the most important of which is the educational environment, including teachers and educators as its most important components (Dai & Li, 2020;Gagne, 2021a, b;Gierczyk & Pfeiffer, 2021;Paik et al., 2018;Swanson et al., 2020). Recent studies are shifting towards talent development and exploring the aspects related to it. ...
... For Dai (2017), the individual is a system, interacting with the surrounding environment with its diverse factors. These studies have concluded that endogenous factors such as individual abilities, skills, and personal traits, along with the environmental factors found in the field of education, especially school and teaching staff, interact to develop talents and nurture them to reach the maximum possible level (Dai & Li, 2020;Gierczyk & Pfeiffer, 2021). ...
... These results generally agree with several studies such as those of Dai and Li (2020) and Gierczyk and Pfeiffer (2021) on the role of teachers and the educational environment as effective exogenous factors of talent development in different fields. ...
This study seeks to explore the reality of the role of teachers and coordinators of gifted students in developing their leadership abilities in Al-Ahsa high schools from the perspective of teachers, coordinators, and students. The descriptive analytical method was used whereby two questionnaires were distributed to a random sample of 78 high school gifted students and 53 teachers and coordinators at Al-Ahsa governorate during the academic year 2020-2021. Statistical means, standard deviations, and an independent t-test were used for the analysis of the data. Findings show that the role of teachers and coordinators in developing gifted students' leadership abilities was at a high level from the teachers' and coordinators' perspectives. From students' perspective, it was high as well, however, with a lower average compared to that of teachers. There were statistically significant differences due to the gender variable in favour of male participants in the dimensions of technical and competitive leadership abilities. However, there were no statistically significant differences attributed to gender variables in human leadership and conceptual leadership abilities dimensions, nor in terms of the job title variable. Considering these findings, it is recommended the role of teachers and coordinators of gifted students is strengthened through specialized leadership training, and by giving more attention to the development of leadership abilities among females.
... The nature of such a transaction between the individual and the environment determines that the psychological potential is not innate, but the result of self-organized and self-directed adaptive reactions to the environment`s opportunities and challenges. Abilities and dispositions, presumably partially genetically determined, are developed and used to enhance performance in the core domains of human functioning (intellectual, creative, technical, social, and psychomotor (Dai & Li, 2020.) needs and achieve desired goals. ...
The socio-psychological situation in Ukraine has undergone significant changes. A global pandemic, harsh quarantine measures, war, insufficient public information, stigmatization of public opinion, high risks to public health – have all created a new psychosocial reality of life for both adults and young people. It is obvious that these problems and their manifestation in totality have affected young people’s life in various aspects. An anonymous voluntary survey of high school teachers conducted in 10 schools in different regions of Ukraine (Prykarpattia, Central and Northern) revealed a decrease in student activity (360 students aged 14-17) by 40% (attendance, willingness to learn and participate in educational activities), significantly reduced success (by 35%) during the distance learning period. The parents’ survey results show that young people’s feelings of fear (89%), anxiety (84%), aggression (58%), and depression (52%) are significant. A study of the structural characteristics’ of the specific manifestations of young people’s psychological potential was conducted between 2016-2020 which involved 2022 participants on a voluntary, anonymous basis. The young people’s psychological potential comprised the following components: motivational, emotional, value, and behavioral. The results showed a 40% decline in indexes on average over 2020-2021. A 4-stage young people’s psychological potential actualization model focusing on diagnostic, psycho-corrective, formative, and recreational-assertive aspects was developed based on the “Children`s Camp Zefir” recreation program and the adolescents’ psychological center “Alternative”. The model, implemented for the second year 2021-2022, currently displays significant results for increasing psychological indicators.
... Bamberger (1986) studied the crisis of those musically talented teenagers whose intuitive approach to music (i.e., CA) has to be replaced by a more analytical mode of processing. In my current study of early college entrants who later became distinguished science, technology, engineering, and mathematics (STEM) researchers (Dai & Li, 2020), their college experiences are marked by a distinct, sometimes difficult, transition from being a good student (i.e., CA) to being an aspiring research scientist (i.e., MA). In her treatise on "beyond modularity," Karmiloff-Smith (1992) argued that mental representation of experience and knowledge ultimately has to go beyond an implicit process to reach a consciously and technically controlled level of mastery. ...
... This early college entrance program admits a highly selective group of academically talented students with an average age of 15 years. The first study (Dai et al., 2015) focused on a cohort of students who entered and graduated from the program in the first decade of this century, and the second study (Dai & Li, 2020) obtained a targeted sample of early college entrants from different cohorts of the program who later became professors at first-tier research universities in the United States. We found that, across cohorts of the program, these early college entrants unanimously reported that they were cognitively challenged despite the fact they were top students in secondary school. ...
Historically, the potential of a person has been perceived as fixed and primarily inherited, thus, different from achievement. Current thinking broadens our view of human potential, not as a fixed capacity, but as malleable and incremental, depending on multiple factors, exogenous as well as endogenous, facilitative or inhibitive. This conception opens the door for new ways of thinking about strategies and provisions of gifted education. In this theoretical analysis, I first critique the traditional trait conception of human potential undergirding gifted education practice. I then present an alternative, a process model of talent development, that views human potential as contextually and developmentally shaped, a result of dynamic interplay of endogenous and exogenous forces, revealing the power of nurture as well as nature. Finally, I discuss the policy and practical implications of this new conception of human potential for gifted education.
تهدف الدراسة الحالية إلى تحديد العوامل المؤثرة على بناء وتنمية المواهب الفنية لدى الفنانين من ذوي الإعاقة (مزدوجي الاستثنائية) وتفسير كيفية عملها كمحفزات لتنمية المواهب لدى الفنانين النخبة من مزدوجي الاستثنائية، ولتحقيق ذلك تم استخدام منهجية علم الظواهر التفسيرية (Interpretive Phenomenology)، وتم جمع البيانات باستخدام ثلاث أدوات: تحليل ملفات الإنجاز للفنانين النخبة من ذوي الإعاقات الحركية واضطراب طيف التوحد والمقابلات المعمقة ومجموعة التركيز الذين حققوا إنجازات فنية وشاركوا في معارض وفعاليات فنية محلية أو إقليمية، حيث بلغ إجمالي العينة المشاركة (17) مشارك ومشاركة من مزدوجي الاستثنائية، (10 ذكور/ 7 إناث) تراوحت أعمارهم ما بين 19- 54 عاماً، وبعد إجراء معالجة وتحليل البيانات وفق الافتراضات التي يقوم عليها نموذج نظرية التعقيد المتطور Evolving Complexity Theory Model (ETC)، توصل الباحثان إلى وجود (10) عوامل رئيسية تدعم تطوير المواهب الفنية للفنانين النخبة للوصول إلى مرحلة التميز الاستثنائي في الفنون البصرية، وتم تصنيف هذه العوامل إلى (4) عوامل داخلية، و(6) عوامل بيئية وفق افتراضات النظرية، ثم ناقش الباحثان الكيفية التي تعمل بها هذه العوامل ومدى مناسبتها وتوافقها مع مؤشرات نجاح التدخلات الخاصة بالفنانين من مزدوجي الاستثنائية تمهيداً لتحقيق النجاح والتميز في ضوء التجارب الحقيقية للفنانين النخبة داخل بيئة المملكة العربية السعودية.
Актуальность исследования обусловлена необходимостью аналитического обобщения имеющихся разрозненных данных ученых о развитии системы образования одаренных детей в Китае. В контексте изучения проблемы развития одаренности с учетом международной практики, выявления личностного потенциала талантливых детей важно исследовать эволюцию представлений о детской одаренности в Китае. Это, прежде всего, связано с достижениями китайских детей во многих сферах науки и практики, что позволяет говорить об особом педагогическом опыте Китая в отношении одаренных детей. В связи с этим данная статья направлена на раскрытие образовательных и воспитательных приоритетов китайских ученых и педагогов в отношении обучения талантливых детей на разных этапах развития образования в стране. Ведущим методом в исследовании данной проблемы являлся метод теоретического анализа научной литературы. Применен междисциплинарный подход к исследованию особенностей образования китайских одаренных детей. В статье раскрыты современные ориентиры образования, основанные на конфуцианской философии, эволюция понятия «одаренность», развитие направленности системы образования на совершенствование социальной и обучающей среды. Выявлены общие теоретические положения, на которых основывается образовательная практика Китая и России. Определены специфические характеристики образования китайских детей, имеющих особые способности и таланты. Обосновано, что академическая успеваемость и интеллектуальные способности ребенка являются важным показателем его одаренности в современном Китае. Значимыми выводами являются положения о влиянии национальных традиций Китая, философии Конфуция, роли государства и семейного воспитания, современных зарубежных образовательных подходов к обучению на процесс образования одаренных детей в Китае.
The relevance of the study is due to the need for analytical generalization of the available scattered data of scientists from different countries on the development of the education system for gifted children in China. In the context of studying the problem of the development of gifted endowments, taking into account international practice, identifying the personal potential of talented and gifted children, it is important to study the evolution of ideas about children’s giftedness in China. In this regard, this article is aimed at revealing the educational and upbringing priorities of Chinese scientists and teachers in relation to teaching talented children at different stages of educational development in the country. The leading method in the study of this problem was the method of theoretical analysis of scientific literature, which made it possible to identify the influence of the Confucian worldview on the process of teaching children. An interdisciplinary approach is applied to the study of the educational features of gifted Chinese children. The article reveals modern educational guidelines based on Confucian philosophy, the evolution of the concept of “giftedness”, the development of the focus of the education system on improving the social and learning environment. The general theoretical provisions on which the educational practice of China and Russia is based are revealed. The specific characteristics of the education of Chinese children with special abilities and talents are determined. It is substantiated that the academic performance and intellectual abilities of a child are an important indicator of his giftedness in modern China. Significant conclusions are the provisions on the significance of the national traditions of China, the philosophy of Confucius, the role of the state and family education, the influence of modern foreign educational approaches to teaching on the education of gifted children in China.
