
Academic Journal
Q2High Ability Studies
About High Ability Studies
High Ability Studies is a scholarly journal published by Taylor and Francis Ltd.. SCImago 2025 lists it in Q2, with an SJR of 0.425 and H-index of 45.
Coverage: 1996-2026. Research categories: Education (Q2).
Source-backed journal facts
Topics in published research
Education, Achievement, and Giftedness; Motivation and Self-Concept in Sports; Creativity in Education and Neuroscience; Cognitive Abilities and Testing; Sport Psychology and Performance; Sports Performance and Training.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Compensatory and Matthew effects in online STEM mentoring: How educational capital and motivation shape talent development in girls
Sonja Bayer, Heidrun Stoeger, Albert Ziegler
2026-08-10 · DOI: 10.1080/13598139.2026.2714438The paradox of excellence: Summer learning loss as a critical vulnerability for high-ability math students: A hierarchical Bayesian analysis of PISA Data
Driss El Bouda, Hassan Malek
2026-07-24 · DOI: 10.1080/13598139.2026.2707462The effect of artificial intelligence-assisted learning and environmentally friendly scenarios on cognitive and problem-solving skills in gifted students for sustainable education
Ayşe Alkan
2026-07-22 · DOI: 10.1080/13598139.2026.2707466The ecology of language arts talent development: An illustration of classroom variability and changes in achievement for rural first‑grade students
Karen E. Rambo-Hernandez, Maryann Hebda, Carla Brigandi, Paul R. Hernandez et al.
2026-07-02 · DOI: 10.1080/13598139.2026.2696232Revisiting eminence and the role of chance in achievement
Paloma Merello
2026-06-30 · DOI: 10.1080/13598139.2026.2696234Beyond the diagnosis: Latent profiles of academic, behavioral, and cognitive measures from a clinic sample of neurodivergent and neurotypical students
Susan G. Assouline, Maryann Hebda, Katie Schabilion, Megan Foley Nicpon et al.
2026-05-28 · DOI: 10.1080/13598139.2026.2675520Gifted characteristics lists: Big claims, little evidence
Matthew C. Makel
2026-05-13 · DOI: 10.1080/13598139.2026.2670280Twice exceptional students and their teachers: A systematic review
Seda Sakar, Sema Tan
2026-05-12 · DOI: 10.1080/13598139.2026.2670272Robotic coding or unplugged coding?: An experimental study for gifted and talented students
Osman Kayhan, Özgen Korkmaz
2026-05-08 · DOI: 10.1080/13598139.2026.2670276Timing to create: Multisensory integration, sensorimotor coordination, and creative performance in high-ability visual artists
Hua Zhong
2026-01-02 · DOI: 10.1080/13598139.2026.2654576A meta-analytic comparison of divergent thinking in gifted and nongifted students
Ahmed M. Abdulla Alabbasi, Selcuk Acar, Mark A. Runco, Candace Martinez et al.
2026-01-02 · DOI: 10.1080/13598139.2025.2607991A latent profile analysis of high-ability middle school students´ motivation, attitudes toward learning, and well-being in school and its relationship with academic achievement
Diana von Börtzell-Szuch, Mara Westling Allodi, Kajsa Yang Hansen
2026-01-02 · DOI: 10.1080/13598139.2026.2652231Beyond the norm: Navigating the social-emotional terrain of parenting highly to profoundly gifted children in the early years
Keri M. Guilbault, Rebecca M. Johnson
2026-01-02 · DOI: 10.1080/13598139.2026.2615308The effect of mentoring on socio-emotional output and academic achievement of gifted: A systematic review
Feyzulah Şahin
2026-01-02 · DOI: 10.1080/13598139.2025.2596584Self-esteem in gifted adolescents: A systematic review and bibliometric analysis
Fatih Yüzbaşıoğlu, Ertuğrul Talu
2025-07-03 · DOI: 10.1080/13598139.2025.2529898Which cognitive factors are necessary for the manifestation of mathematical talent? A necessary condition analysis approach
Natalia Colino, Alejandro Maiche, Mirko Antino
2025-07-03 · DOI: 10.1080/13598139.2025.2570654Physical Education and the gifted: A qualitative exploration of educator perspectives
S. Baena-Morales, S. González-Víllora, A. Infantes-Paniagua, A. Ferriz-Valero et al.
2025-07-03 · DOI: 10.1080/13598139.2025.2579028Talent development from a learning resource perspective: Testing the law of the minimum
Nick Naujoks-Schober, Salaheldin Farah Bakhiet, Anas Ibrahim Altuwaijri, Wilma Vialle et al.
2025-07-03 · DOI: 10.1080/13598139.2025.2575761Psychosocial predictors of mathematics performance and future occupation of mathematically gifted adolescents across sex in PISA 2022
Serife Bilgic-Erdem, Onur Ramazan
2025-07-03 · DOI: 10.1080/13598139.2025.2525808Age-related peak performance in judo athletes with visual impairments: A retrospective analysis of the Paralympic Games
Rafael Lima Kons, Gennaro Apollaro, João Gabriel Alves da Silva Dantas, Raiane Carvalho et al.
2025-01-02 · DOI: 10.1080/13598139.2025.2503755Reviews
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Version History
October 4, 2026 at 9:22 pm
October 2, 2026