ISSN: 1359-8139

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High Ability Studies Q2 Unclaimed

Taylor and Francis Ltd. United Kingdom

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High Ability Studies is a journal indexed in SJR in Education with an H index of 40. It has an SJR impact factor of 0,639 and it has a best quartile of Q2. It is published in English. It has an SJR impact factor of 0,639.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q2)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

0,639

SJR Impact factor

40

H Index

17

Total Docs (Last Year)

35

Total Docs (3 years)

1089

Total Refs

97

Total Cites (3 years)

32

Citable Docs (3 years)

2.95

Cites/Doc (2 years)

64.06

Ref/Doc

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Journal of Cognition and Development Q2
Social Cognition Q2
Canadian Journal of School Psychology Q2
Human Development Q2
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Aims and Scope

Best articles by citations

Giftedness considered from the perspective of research on learning and instruction

A Gifted Programme in Iceland and its Effects

Different research paradigms concerning giftedness and gifted education: shall ever they meet?

Editorial

Assessing visual-spatial talents: the use of the Impossible Figures Task with Chinese students in Hong Kong

Motivation and giftedness

What is more important for fourth-grade primary school students for transforming their potential into achievement: the individual or the environmental box in multidimensional conceptions of giftedness?

Reading competence, interest, and reading goals in three gifted young adolescent readers

Inquiry learning for gifted children

To Reach a Star: The creativity of Vincent van Gogh

Motivation and self-regulated science learning in high-achieving students: differences related to nation, gender, and grade-level

Components of leadership giftedness and multiple intelligences among Chinese gifted students in Hong Kong

SHOW MORE ARTICLES

Myth and Reality: A review of empirical studies on giftedness

A new view on giftedness?

A systemic approach: the ultimate choice for gifted education

Fostering Creativity in Engineering Undergraduates

Role of motivation in the moral and religious judgment of mathematically gifted adolescents

The Expertise of Professional Actors: A review of recent research

National academic award winners over time: their family situation, education and interpersonal relations

On the interchangeability of individually administered and group administered ability tests

My response to the systemic approach to gifted education

Editorial

Augmenting virtual environments: the influence of spatial ability on learning from integrated displays

Speed of information processing in generally gifted and excelling-in-mathematics adolescents