Gifted and Talented International

Aims & Scope

Gifted and Talented International (GTI) is an international, refereed journal publishing articles that significantly contribute to our understanding and promotion of giftedness, talent, and creativity in children, adolescents, and adults.

Its purpose is to share current theory, research, and practice in gifted education with its audience of international educators, scholars, researchers, and parents.

GTI publishes original research, theoretical studies, systematic literature review papers or accounts of practice.

Integrative literature reviews and theoretical pieces that appreciate empirical work are welcome.

Topics include: development, personality and individual differences, affect and motivation, social behavior and cross-cultural issues in relation to giftedness, talent, and creativity; teacher education and professional development; curriculum development and implementation, research on instructional strategies, and school interventions, and evaluations of programs and services; twice-exceptioanlity; and counseling issues.

GTI is published twice a year.

View Aims & Scope

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Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.295

Quartile

Year	Value
2024	Q3

h-index

Year	Value
2024	16

Journal Rank

Year	Value
2024	16813

Journal Citation Indicator

Year	Value
2024	36

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Learning to Be a Teacher of the Gifted: The Importance of Examining Opinions and Challenging Misconceptions

  Citation: 58

  Authors: Margaret, Leonie

• Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation

  Citation: 56

  Authors: Svenja, Leonie, Manfred, Franzis

• Cultural Variation and Dominance in a Globalised Knowledge-Economy: Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness

  Citation: 42

  Authors: Roland S.

• An exploration of women’s engagement in Makerspaces

  Citation: 33

  Authors: Vanessa, Nicole M., Barbara A.

• Underachievement of Highly able Students and the Peer Society

  Citation: 33

  Authors: Donna, Robert E.

• Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?

  Citation: 29

  Authors: Hisham B.

• Creativity: A Bundle of Paradoxes

  Citation: 28

  Authors: Arthur

• Multipotentiality and Overchoice Syndrome: Clarifying Common Usage

  Citation: 27

  Authors: Kathy J., Bruce M., Andrew D.

• Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration

  Citation: 25

  Authors: Selena, Susen R., Peter

• Does the Teacher of the Gifted Need to Be Gifted?

  Citation: 23

  Authors: Wilma, Siobhan

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