Productive Giftedness: A New Mastery Approach to Understanding Talent Development

• Published in: New directions for child and adolescent development Vol. 2019; no. 168; pp. 131 - 159
• Main Authors: Paik, Susan J., Gozali, Charlina, Marshall‐Harper, Kenya R.
• Format: Journal Article
• Language: English
• Published: United States Wiley Periodicals, Inc 01.11.2019; Hindawi Limited
• Subjects: Ability; Artists; Athletes; Authors; Barriers; Caregivers; Context Effect; Correlation; Cultivation; Developmental stages; Educational Environment; Gifted; Gifted children; Interpersonal Relationship; Leadership; Learning; Learning Motivation; Mastery Learning; Mentoring; Mentors; Motivation; Parent Child Relationship; Psychosocial factors; Scientists; Talent Development; Teacher Student Relationship; Teachers
• ISSN: 1520-3247; 1534-8687
• DOI: 10.1002/cad.20319

What is “productive giftedness” and why does it matter in talent development? Using the Productive Giftedness Model, the current study examines key environmental and psychosocial factors that influence productive outcomes (e.g., achievements, accomplishments, leadership, eminence). Defined as mastery and excellence, the “productive giftedness” of ten notable artists, athletes, innovators, scientists, and writers was systematically studied. Findings highlight both commonalities and differences across three developmental stages identified in this study: early exposure and support, talent cultivation, and continuous cultivation. The article focuses on home and school learning environments, key relationships, motivation, and time factors. In particular, parents (or caregivers), teachers, and mentors played a key role in their talent development. The model also highlights the role of alterable and contextual factors, which enhance or hinder access to opportunities, support, and resources. The overall findings confirm the greater importance of supportive conditions rather than innate talent alone.