International Journal of Changes in Education

• Al-Ansari, A. M., Al-Hilal, A. J., & Alansari, A. E. (2025). Public school principals’ role in supporting mathematically gifted students by equipping them with 21st-century skills. Quality Assurance in Education. Advance online publication. https://doi.org/10.1108/QAE-01-2025-0001
• Chang, C.-C., & Yu, H.-P. (2021). Gāozhōng kēxué bān bìyè shēng zhī zhuīzōng yánjiū: Dàxué xuéxí biǎ oxiàn yǔ shēngyá fāzhǎn zhī tàntǎo [Follow-up study on college learning performance and career development of science class graduates]. Journal of Research in Education Sciences, 66(1), 173–202.
• Lakin, J. M., & Wai, J. (2020). Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students. British Journal of Educational Psychology, 90(4), 1015–1038. https://doi.org/10.1111/bjep.12343
• Olton-Weber, S., Hess, R., & Ritchotte, J. A. (2020). Reducing levels of perfectionism in gifted and talented youth through a mindfulness intervention. Gifted Child Quarterly, 64(4), 319–330. https://doi.org/10.1177/0016986220953392
• Wai, J., Bardach, L., & Tran, B. (2022). What longitudinal research and large-scale population representative studies can tell us about gifted students and education policy 50 years after the Marland Report. Journal for the Education of the Gifted, 45(1), 46–63. https://doi.org/10.1177/01623532211063942
• Wai, J., Kell, H. J., & Worrell, F. C. (2024). Method considerations for school psychology from longitudinal research on gifted students. Journal of School Psychology, 103, 101269. https://doi.org/10.1016/j.jsp.2023.101269
• Bernstein, B. O., Lubinski, D., & Benbow, C. P. (2021). Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study. Journal of Educational Psychology, 113(4), 830–845. https://psycnet.apa.org/doi/10.1037/edu0000500
• Lubinski, D., & Benbow, C. P. (2006). Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise. Perspectives on Psychological Science, 1(4), 316–345. https://doi.org/10.1111/j.1745-6916.2006.00019.x
• Gagné, F. (2021). Implementing the DMGT’s constructs of giftedness and talent: What, why, and how? In S. R. Smith (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 71–99). Springer Singapore. https://doi.org/10.1007/978-981-13-3041-4_3
• Erdogan, A., & Yemenli, E. (2019). Gifted students’ attitudes towards mathematics: A qualitative multidimensional analysis. Asia Pacific Education Review, 20(1), 37–52. https://doi.org/10.1007/s12564-018-9562-5
• Subotnik, R. F., Pillmeier, E., & Jarvin, L. (2009). The psychosocial dimensions of creativity in mathematics: Implications for gifted education policy. In A. Berman, B. Koichu, & R. Leikin (Eds.), Creativity in mathematics and the education of gifted students (pp. 165–179). Brill. https://doi.org/10.1163/9789087909352_012
• Assmus, D., & Fritzlar, T. (2022). Mathematical creativity and mathematical giftedness in the primary school age range: An interview study on creating figural patterns. ZDM – Mathematics Education, 54(1), 113–131. https://doi.org/10.1007/s11858-022-01328-8
• Pitta-Pantazi, D., Christou, C., Kontoyianni, K., & Kattou, M. (2011). A model of mathematical giftedness: Integrating natural, creative, and mathematical abilities. Canadian Journal of Science, Mathematics and Technology Education, 11(1), 39–54. https://doi.org/10.1080/14926156.2011.548900
• Kholid, M. N., Mahmudah, M. H., Ishartono, N., Putra, F. G., & Forthmann, B. (2024). Classification of students’ creative thinking for non-routine mathematical problems. Cogent Education, 11(1), 2394738. https://doi.org/10.1080/2331186X.2024.2394738
• Marsitin, R., Sa’dijah, C., Susiswo, S., & Chandra, T. D. (2022). Creative mathematical reasoning process of climber students in solving higher order thinking skills geometry problems. TEM Journal, 11(4), 1877–1886.
• Berkowitz, M., Edelsbrunner, P., & Stern, E. (2022). The relation between working memory and mathematics performance among students in math-intensive STEM programs. Intelligence, 92, 101649. https://doi.org/10.1016/j.intell.2022.101649
• Sugiman, S., Rızkıanto, I., & Pujıasti, E. (2020). Artistically talented students’ perceptions of mathematics: View, interest, competence, and relevance. Journal for the Education of Gifted Young Scientists, 8(3), 1247–1261. https://doi.org/10.17478/jegys.762677
• Savenkov, A. I. (2021). Cognitive and non-cognitive determinants of academic and life success. In The 2nd International Scientific and Practical Online Conference “Psychology of Giftedness and Creativity” 2020, 117, 01001. https://doi.org/10.1051/shsconf/202111701001
• Heyd-Metzuyanim, E., & Hess-Green, R. (2020). Valued actions and identities of giftedness in a mathematical camp. International Journal of Science and Mathematics Education, 18(7), 1311–1331. https://doi.org/10.1007/s10763-019-10013-4
• Abdrakhmanov, R., Zhaxanova, A., Karatayeva, M., Niyazova, G. Z., Berkimbayev, K., & Tuimebayev, A. (2024). Development of a framework for predicting students’ academic performance in STEM education using machine learning methods. International Journal of Advanced Computer Science and Applications, 15(1), 38–46. https://doi.org/10.14569/IJACSA.2024.0150105
• Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of giftedness. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 71–91). Springer US. https://doi.org/10.1007/978-0-387-74401-8_5
• Mhlolo, S. V., & Mhlolo, M. (2024). Support given to the gifted learner: Lessons from selected primary schools in South Africa and Zimbabwe. Advances in Social Sciences and Management, 2(11), 28–46. https://doi.org/10.63002/assm.211.634
• Zhang, Z. (2017). Gifted education in China. Cogent Education, 4(1), 1364881. https://doi.org/10.1080/2331186X.2017.1364881
• Leikin, R. (2021). When practice needs more research: The nature and nurture of mathematical giftedness. ZDM – Mathematics Education, 53(7), 1579–1589. https://doi.org/10.1007/s11858-021-01276-9
• Karp, A. (2010). Teachers of the mathematically gifted tell about themselves and their profession. Roeper Review, 32(4), 272–280. https://doi.org/10.1080/02783193.2010.485306
• Pyryt, M. C. (2009). Recent developments in technology: Implications for gifted education. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 1173–1180). Springer. https://doi.org/10.1007/978-1-4020-6162-2_60
• Ng, W., & Nicholas, H. (2007). Conceptualizing the use of online technologies for gifted secondary students. Roeper Review, 29(3), 190–196. https://doi.org/10.1080/02783190709554408
• McCabe, K. O., Lubinski, D., & Benbow, C. P. (2020). Who shines most among the brightest?: A 25-year longitudinal study of elite STEM graduate students. Journal of Personality and Social Psychology, 119(2), 390–416. https://psycnet.apa.org/doi/10.1037/pspp0000239
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• Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119–147. https://doi.org/10.1080/1359813042000314682
• Bentsi-Enchill, F. (2024). Teachers’ role and factors hindering Ghanaian high school students’ academic performance using Walberg’s educational productivity. Cogent Education, 11(1), 2393924. https://doi.org/10.1080/2331186X.2024.2393924
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• Walberg, H. J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19–27.
• Campbell, J. R. (1994). Developing cross-cultural/cross-national instruments: Using cross-national methods and procedures. International Journal of Educational Research, 21(7), 675–684. https://doi.org/10.1016/0883-0355(94)90040-X
• Yuret, T. (2024). Career paths of the International Mathematics Olympiad (IMO) medalists. Scientometrics, 129(6), 3469–3491. https://doi.org/10.1007/s11192-024-05042-y
• Neber, H., & Heller, K. A. (2002). Evaluation of a summer-school program for highly gifted secondary-school students: The German Pupils Academy. European Journal of Psychological Assessment, 18(3), 214–228. https://psycnet.apa.org/buy/2002-06643-005
• Liu, J., Banda, L. O. L., Lyu, W., Shuang, M. S., & Chen, C. (2024). Assessing the relation between academic talent mobility and academic output. Heliyon, 10(20), e39437. https://doi.org/10.1016/j.heliyon.2024.e39437
• Ones, D. S., Stanek, K. C., & Dilchert, S. (2025). Beyond change: Personality-environment alignment at work. International Journal of Selection and Assessment, 33(1), e12507. https://doi.org/10.1111/ijsa.12507
• Ervynck, G. (2002). Mathematical creativity. In D. Tall (Ed.), Advanced mathematical thinking (pp. 42–53). Springer. https://doi.org/10.1007/0-306-47203-1_3
• Pyryt, M. C. (2010). Helping gifted students cope with perfectionism. In J. L. Jolly, D. J. Treffinger, & T. F. Inman (Eds.), Parenting gifted children: The authoritative guide from the National Association for Gifted Children (pp. 546–554). Routledge.
• Burkett-McKee, S., Knight, B. A., & Vanderburg, M. A. (2021). Psychological well-being of students with high abilities and their school’s ecology: Is there a relationship? Roeper Review, 43(3), 197–211. https://doi.org/10.1080/02783193.2021.1923593
• Townend, G., Jolly, J. L., & Chew, A. (2024). Professional development in gifted education: A systematic literature review. Australian Journal of Teacher Education, 49(6), 76–104.
• Pezzuti, L., Farese, M., Dawe, J., & Lauriola, M. (2025). The role of parental education, intelligence, and personality on the cognitive abilities of gifted children. Journal of Intelligence, 13(2), 12. https://doi.org/10.3390/jintelligence13020012
• Lv, S., He, Y., Xiong, B., & Wu, Y. (2024). Stress in Chinese teachers who teach the mathematically gifted: A qualitative perspective. Frontiers in Psychology, 15, 1388236. https://doi.org/10.3389/fpsyg.2024.1388236

APA

Jiang, P., & Lin, W. (2026). The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions. International Journal of Changes in Education, 3(3), 387-395. https://doi.org/10.47852/bonviewIJCE52025942

Vancouver

Jiang P, Lin W. The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions. International Journal of Changes in Education. 2026;3(3):387-95. https://doi.org/10.47852/bonviewIJCE52025942

AMA

Jiang P, Lin W. The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions. International Journal of Changes in Education. 2026;3(3), 387-395. https://doi.org/10.47852/bonviewIJCE52025942

Chicago

Jiang, Peijie, and Wenqian Lin. "The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions". International Journal of Changes in Education 2026 3 no. 3 (2026): 387-395. https://doi.org/10.47852/bonviewIJCE52025942

Harvard

Jiang, P., and Lin, W. (2026). The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions. International Journal of Changes in Education, 3(3), pp. 387-395. https://doi.org/10.47852/bonviewIJCE52025942

MLA

Jiang, Peijie et al. "The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions". International Journal of Changes in Education, vol. 3, no. 3, 2026, pp. 387-395. https://doi.org/10.47852/bonviewIJCE52025942