Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

Preckel, Franzis; Golle, Jessika; Grabner, Roland; Jarvin, Linda; Kozbelt, Aaron; Müllensiefen, Daniel; Olszewski-Kubilius, Paula; Schneider, Wolfgang; Subotnik, Rena; Vock, Miriam and Worrell, Frank C.. 2020. Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research. Perspectives on Psychological Science, pp. 1-32. ISSN 1745-6916 [Article]

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Abstract or Description

Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1177/1745691619895030

Keywords:

talent development, achievement, giftedness, expertise, domain specificity, education

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
5 January 2020Accepted
20 March 2020Published Online

Item ID:

28316

Date Deposited:

03 Apr 2020 10:04

Last Modified:

04 Apr 2020 13:12

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/28316

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