Document Type : Original Article
M.A. in Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran.
Assistant Professor, Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran.
Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Shahid Beheshti, Tehran, Iran.
Aim: In the last few years, a review of recent theoretical and empirical studies in the field of gifted psychology has shown that scholars interested in this field of study emphasize the inability of the conceptual breadth of the gifted construct by merely emphasizing the gifted cognitive abilities. Therefore, emphasizing extending the intellectual boundaries of this structure provides an opportunity to deal with the different types of gifted students, specially underachievement gifted, which is one of the biggest concerns in this field of study.
Method: Meanwhile, many scholars have introduced conceptual frameworks such as social-emotional giftedness, spiritual giftedness, gifted motivation, and theoretical frameworks such as the balance theory of wisdom, which could help a transition from underachieving to flourishing and progressive situations.
Results: These movements are due to a real emphasis on including multiple non-cognitive components into the gifted semantic by extending this concept's intellectual boundaries. However, in the absence of an integrated model such as self-care, these various movements seem like diverse islands that have become incapable of assembling these different approaches.
Conclusion: Therefore, trying to create a conceptual link between the existing efforts through the model of self-care in order to develop an integrated knowledge that oversees a specific semantic horizon is necessary and justifiable.