ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1594727
The Impact of Early Giftedness Identification On Long-Term Academic Success: A Cross-Sectional Study in King Abdullah II Schools for Excellence in Jordan
Provisionally accepted
- Al-Balqa Applied University, Al-Salt, Jordan
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
Background: Early identification of gifted students plays a crucial role in shaping their academic success. However, the extent to which the age of gifted identification, participation in gifted programs, and socio-demographic factors influence academic performance remains inconclusive.This study investigates the relationship between these factors and academic success among students in King Abdullah II Schools for Excellence. Methods: A cross-sectional study was conducted with 250 gifted students selected through convenience sampling. Data were collected using a structured questionnaire assessing demographic characteristics, age of gifted identification, type and frequency of participation in gifted programs, and academic performance (GPA and standardized test scores). Descriptive statistics, independent t-tests, ANOVA, chi-square tests, and multiple regression analysis were used for data analysis in SPSS v.27, with a significance level of p < .05. Results: The findings revealed that gender was the only significant predictor of GPA, with male students (M = 86.94, SD = 8.55) outperforming female students (M = 84.03, SD = 8.41, F(1, 248) = 7.35, p = .0072). No significant differences were found in standardized test scores based on gender, school region, socioeconomic status, or grade level. Regression analysis showed that gifted identification age, type of gifted education received, and participation frequency in gifted programs were not significant predictors of academic success. Conclusion: While gender differences in GPA were observed, other demographic factors and participation in gifted programs did not significantly influence academic performance. These findings suggest that the quality of gifted education programs and students' self-regulation strategies may be more crucial than mere participation. Future research should focus on how instructional approaches and cognitive skills impact long-term academic outcomes.
Keywords: gifted education, Academic success, Early identification, gender differences, cognitive development
Received: 16 Mar 2025; Accepted: 22 May 2025.
Copyright: © 2025 Shaheen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Hassan Rafi’ Ali Shaheen, Al-Balqa Applied University, Al-Salt, Jordan
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.