Exploring the dimensions of deployment of intelligence: Development and validation of transformational giftedness scale
Intelligence, cilt.117, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 117
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.intell.2026.102023
- Dergi Adı: Intelligence
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, MLA - Modern Language Association Database, Psycinfo, DIALNET
- Anahtar Kelimeler: Factor analysis, Gifted students, Mixed method, Reliability and validity, Scale development, Transformational giftedness
- İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet
Özet
Transformational giftedness has recently emerged as an important construct in giftedness research; however, instruments to measure attitudes toward it remain limited. Thus, we aimed to develop a valid and reliable instrument to assess attitudes toward transformational giftedness among gifted middle school students, following Zhou's (2019) five-step mixed methods model. We first qualitatively explored transformational giftedness with 20 students. Secondly, we generated the item pool for the Transformational Giftedness Scale (TGS). Third, eight field experts evaluated the TGS items to establish content validity. Fourth, following the pilot study, we administered the TGS to 571 gifted students. Lastly, we examined the items' construct-based validation, including EFA, CFA, convergent-discriminant validity, and measurement invariance for gender. The EFA revealed a two-factor structure (transformational and transactional) explaining 51.64% of the total variance, and the CFA supported this structure. In addition, the findings demonstrated acceptable convergent validity, satisfactory discriminant validity, and measurement invariance for both boys and girls. Furthermore, the TGS scores demonstrated high internal consistency (α = 0.81–0.93; ω = 0.80–0.92), with a stratified alpha coefficient of 0.93 for the total score. Consequently, the TGS emerges as a robust and reliable instrument for measuring middle school gifted students' attitudes on transformational giftedness.