High Ability Studies

0.8(top 50%)

impact factor

409(top 50%)

papers

7.7K(top 20%)

citations

38(top 20%)

h-index

0.9(top 50%)

extended IF

527

all documents

8.5K

doc citations

71(top 20%)

g-index

Top Articles

#	Title	Journal	Year	Citations
1	Transforming gifts into talents: the DMGT as a developmental theory1	High Ability Studies	2004	474
2	Classroom contexts for creativity	High Ability Studies	2014	248
3	The road to excellence: deliberate practice and the development of expertise	High Ability Studies	2007	230
4	Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework	High Ability Studies	2007	221
5	The role of deliberate practice and play in career progression in sport: the early engagement hypothesis	High Ability Studies	2009	195
6	A review of primary and secondary influences on sport expertise	High Ability Studies	2004	181
7	The Scientific Study of Expert Levels of Performance: general implications for optimal learning and creativity1	High Ability Studies	1998	178
8	Early Specialization in Youth Sport: a requirement for adult expertise?	High Ability Studies	2003	152
9	Play and practice in the development of sport‐specific creativity in team ball sports	High Ability Studies	2010	145
10	Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables	High Ability Studies	2002	144
11	A Theoretical and Empirical Analysis of a 'State of the Art' Talent Identification Model	High Ability Studies	2002	139
12	What do we know about early sport specialization? Not much!	High Ability Studies	2009	132
13	Fostering Creativity in Engineering Undergraduates	High Ability Studies	2000	131
14	Motivation within the DMGT 2.0 framework	High Ability Studies	2010	125
15	Purpose: giftedness in intrapersonal intelligence	High Ability Studies	2009	113
16	Giftedness as Developing Expertise: A theory of the interface between high abilities and achieved excellence	High Ability Studies	2001	96
17	WICS as a model of giftedness	High Ability Studies	2003	91
18	Towards a systemic theory of gifted education	High Ability Studies	2012	89
19	The Development and Psychometric Evaluation of a Multidimensional Measurement Instrument of Professional Expertise	High Ability Studies	2000	86
20	Myth and Reality: A review of empirical studies on giftedness	High Ability Studies	2000	70
21	The emotional and behavioural adjustment of intellectually gifted adolescents: a multi-dimensional, multi-informant approach	High Ability Studies	2003	69
22	Purpose in life among high ability adolescents	High Ability Studies	2010	67
23	Gender differences in adolescent academic achievement, interests, values and life‐role expectations	High Ability Studies	2004	66
24	Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains	High Ability Studies	2015	66
25	Encouraging talented girls in math and science: effects of a guidance intervention	High Ability Studies	2004	65
26	Motivation in gifted students	High Ability Studies	2006	62
27	Character education and gifted children	High Ability Studies	2009	54
28	Creativity across Time and Place: life span and cross‐cultural perspectives	High Ability Studies	1998	53
29	A Cross-cultural Study of the Development of Artistic Talent, Creativity and Giftedness	High Ability Studies	2002	50
30	Exploring Identification Procedures of Gifted Students by Teacher Ratings: Parent ratings and student self-reports in Hong Kong	High Ability Studies	2000	49
31	Relationship of gender and academic achievement to Finnish students’ intercultural sensitivity	High Ability Studies	2009	47
32	The role of emotions, motivation, and learning behavior in underachievement and results of an intervention	High Ability Studies	2015	46
33	Talented Female Students' Resistance to Science: An exploratory study of post-secondary achievement motivation, persistence, and epistemological characteristics	High Ability Studies	2000	45
34	Two factors of expertise? Excellence and professionalism of environmental experts	High Ability Studies	2009	44
35	Cooperative Learning with Gifted and High-achieving Students: A review and meta-analyses of 12 studies	High Ability Studies	2001	43
36	Adaptation to physically and emotionally demanding conditions: the role of deliberate practice	High Ability Studies	2006	43
37	Mentoring the gifted: a conceptual analysis	High Ability Studies	2010	43
38	Developing creative thinking in a gifted sport enrichment program and the crucial role of attention processes	High Ability Studies	2006	42
39	Motivation and self‐regulated science learning in high‐achieving students: differences related to nation, gender, and grade‐level	High Ability Studies	2008	42
40	Assessing Giftedness of Chinese Secondary Students in Hong Kong: A multiple intelligences perspective	High Ability Studies	2001	41
41	Prediction Function for Identifying Talent in 14- to 15-Year-old Female Field Hockey Players	High Ability Studies	2002	41
42	Paragons of Virtue: teachers’ conceptual understanding of high ability in an egalitarian school system	High Ability Studies	1998	40
43	Individual (Learning and Motivational) Needs versus Instructional Conditions of Gifted Education[1]	High Ability Studies	1999	40
44	Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong	High Ability Studies	2006	40
45	Mathematically gifted students and high achievement: the role of motivation and classroom structure	High Ability Studies	2015	40
46	Why I believe I achieve determines whether I achieve	High Ability Studies	2017	40
47	Cultural influences on gifted gender achievement	High Ability Studies	2004	39
48	Talent search research: what have we learned?	High Ability Studies	2005	39
49	Primary school teachers' criteria for the identification of gifted pupils	High Ability Studies	2006	39
50	Scientific ability and creativity	High Ability Studies	2007	39

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