ACADEMIC GIFTEDNESS: FORMS AND EMPIRICAL BACKGROUND

Abstract

High capacity for adopting and synthesizing new knowledge very rarely encountered in theform of exceptional academic performance, which is registered in a wide range of subject areas,which means that the global talent is not impossible, but it is a rare outcome of the development ofexceptional potential. Academic talents are almost invariably interpreted in relation to the specificareas of knowledge. Bearing in mind the contemporary concepts of giftedness as a multidimensionalconstruct, research in this field of psychology have generated the large body of findingsthat aim to clarify the key constituents of academic talent: specific abilities, motivation and creativity.The main conclusions arising from the study of cognitive aspects of academic talent pointout the relevance of specific academic abilities that corresponds to the type of academic talent.The results further suggest that the outstanding academic performance of gifted students is relatedto the high level of curiosity, but also underline that in the absence of some other aspects ofintrinsic motivation, such as dedication and persistence in learning activities, there is a possibilitythat high potentials remain inadequately implemented. And finally, while intelligence is “stable”factor for high academic achievement, creativity is relevant for academic success to the extent thatspecific academic domains require.