Intelligence Quotient, Emotional Quotient, Creativity Quotient and Other Potential Determinants: A Holistic Approach to Understanding Human Potential and Developing Talents

Dear Colleagues,

Gifted and talented students—those who excel in intellectual ability, creativity, the arts, leadership, or specific academic fields—may need specialized educational services to reach their full potential (No Child Left Behind Act, P.L. 107-110, 2002; NAGC, 2002). While high intelligence supports children’s learning and information processing, it is not the only factor in achieving long-term excellence. Recent research has, therefore, emphasized broader models of talent development beyond intelligence alone (Steiner & Carr, 2003).

In today’s complex and fast-evolving world, giftedness is no longer defined solely by intellectual ability (IQ). To truly thrive, gifted individuals must also develop emotional intelligence (EQ) to navigate relationships and self-awareness, as well as creativity (CQ) to adapt, innovate, and lead and other determinants, such as personality, motivation, twice-exceptionalities, etc. This Special Issue explores how integrating IQ, EQ,  CQ, and other determinants can transform potential into excellence, nurturing not only bright minds but rather talented individuals prepared to make meaningful contributions to the world.

This Special Issue invites contributions that explore gifted education from multiple perspectives:

• Identification and assessment of gifted learners;
• Cognitive characteristics and unique adaptations;
• Emotional traits and guidance;
• Cultural diversity and cross-cultural comparisons;
• Educational placement and program design;
• Longitudinal and follow-up studies;
• Creativity and talent development;
• Inclusive and warm learning environment;
• Revealing hidden potentials of diverse populations;
• Pre-service and in-service teacher education.

We especially welcome empirical research that offers instructional or counseling insights and advances best practices for supporting the optimal development of gifted and talented students. Through this collection, we will foster dialogue between scholars and practitioners and share effective models that empower gifted learners to thrive. We look forward to receiving your submissions and working together in advancing the field of gifted education and talent development.

References:

1. No Child Left Behind Act, P.L. 107-110, 2002. Available Online: https://files.eric.ed.gov/fulltext/ED556108.pdf.
2. Steiner, H.H.; Carr, M. Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence. Educ. Psychol. Rev. , 2003, 15, 215–246.

Prof. Dr. Ching-Chih Kuo
Dr. Anna Na Na Hui
Guest Editors

Manuscript Submission Information

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• giftedness
• intelligence
• emotion
• creativity
• excellence