"Where My Child Feels Most Like Themselves": A Convergent Mixed-Methods Study of a Gifted Education Intervention in Paraguay Centered on Inquiry, Identity, and Belonging.
Saved in:
| Title: | "Where My Child Feels Most Like Themselves": A Convergent Mixed-Methods Study of a Gifted Education Intervention in Paraguay Centered on Inquiry, Identity, and Belonging. |
|---|---|
| Authors: | Vuyk, Alexandra1 (AUTHOR) Alexandra.vuyk@uc.edu.py |
| Source: | Journal of Advanced Academics. Aug2026, Vol. 37 Issue 3, p511-542. 32p. |
| Subject Terms: | *Inquiry-based learning, *Gifted & talented education, *Creative ability, *Divergent thinking, Identity (Psychology), Social belonging, Psychosocial development theory |
| Geographic Terms: | Paraguay |
| Abstract: | Gifted children in Paraguay rarely find educational environments that support advanced learning needs and emotional well-being. The first extracurricular program in Paraguay designed for gifted students is grounded in inquiry-based learning (IBL). This study examines families' perspectives on gifted children's creativity and psychosocial development in relation to participation in the IBL program. A convergent mixed-methods design integrated data from parent focus groups and child interviews with assessments of divergent thinking and creative self-concept. Participants included 13 children (aged 5–9) and nine parents. Main parent themes encompassed cognitive activation and curiosity, identity and voice, sense of belonging, and parental empowerment. Quantitative data showed a wide range of divergent thinking scores and a strong creative self-concept. Complementing findings suggest that when Paraguayan gifted children are placed in a context of exploration and collaboration, their creativity and well-being flourish. The IBL program offers a model for meaningful enrichment in under-resourced contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194727230 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: "Where My Child Feels Most Like Themselves": A Convergent Mixed-Methods Study of a Gifted Education Intervention in Paraguay Centered on Inquiry, Identity, and Belonging. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vuyk%2C+Alexandra%22">Vuyk, Alexandra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Alexandra.vuyk@uc.edu.py</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Advanced+Academics%22">Journal of Advanced Academics</searchLink>. Aug2026, Vol. 37 Issue 3, p511-542. 32p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Gifted+%26+talented+education%22">Gifted & talented education</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Divergent+thinking%22">Divergent thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+belonging%22">Social belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+development+theory%22">Psychosocial development theory</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Paraguay%22">Paraguay</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Gifted children in Paraguay rarely find educational environments that support advanced learning needs and emotional well-being. The first extracurricular program in Paraguay designed for gifted students is grounded in inquiry-based learning (IBL). This study examines families' perspectives on gifted children's creativity and psychosocial development in relation to participation in the IBL program. A convergent mixed-methods design integrated data from parent focus groups and child interviews with assessments of divergent thinking and creative self-concept. Participants included 13 children (aged 5–9) and nine parents. Main parent themes encompassed cognitive activation and curiosity, identity and voice, sense of belonging, and parental empowerment. Quantitative data showed a wide range of divergent thinking scores and a strong creative self-concept. Complementing findings suggest that when Paraguayan gifted children are placed in a context of exploration and collaboration, their creativity and well-being flourish. The IBL program offers a model for meaningful enrichment in under-resourced contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194727230 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/1932202X261444467 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 511 Subjects: – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Gifted & talented education Type: general – SubjectFull: Creative ability Type: general – SubjectFull: Divergent thinking Type: general – SubjectFull: Identity (Psychology) Type: general – SubjectFull: Social belonging Type: general – SubjectFull: Psychosocial development theory Type: general – SubjectFull: Paraguay Type: general Titles: – TitleFull: "Where My Child Feels Most Like Themselves": A Convergent Mixed-Methods Study of a Gifted Education Intervention in Paraguay Centered on Inquiry, Identity, and Belonging. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vuyk, Alexandra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1932202X Numbering: – Type: volume Value: 37 – Type: issue Value: 3 Titles: – TitleFull: Journal of Advanced Academics Type: main |
| ResultId | 1 |
