Silke Rogl
Biographic Data
| ID | 9509101 |
|---|---|
| NAME | Silke Rogl |
| GIVEN NAMES | Silke |
| FAMILY NAME | Rogl |
| SIGNATURE | ROGL S |
| AFFILIATIONS | Pädagogische Hochschule Salzburg |
| ORCID | 0009-0003-9421-5343 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Do Talent Beliefs Differ Between In-Service and Pre-Service Teachers
There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for capturing these domain-specific perceptions. Yet comparative evidence across teacher career stages rem…
Teachers’ talent beliefs in the domain of verbal giftedness—the questionnaire
Introduction Teachers’ beliefs about their students’ giftedness and talent are relevant to teaching quality and educational processes. Teachers’ beliefs about giftedness have been investigated in mathematics. In our research, we extended this approach to verbal giftedness to examine whether teachers’ beliefs concerning verbal giftedness can be assessed in a manner similar to their talent beliefs in mathematics. Methods To this end, we developed a…
Do Student Teachers Have Domain-Specific Beliefs About Talent? An Intra- and Inter-Individual Comparison
This study examines the nature of talent beliefs among student teachers. As teacher beliefs are linked to disciplinary content and teacher identity, understanding if these beliefs are influenced by specific domains is important to shaping future teacher education. To assess this, 215 student teachers from two Austrian Universities were surveyed, including 43 mathematics and 93 language majors. The results show intra-individual differences for bel…
Talent Development Programs for Secondary Schools
A school profile of talent development including model classes has been implemented at BG/BRG Keimgasse. This paper evaluates the impact of the actions taken by the school and compares the effects of both the model classes and the regular classes, with a school without a special focus on talent development. The aim of this study was to investigate the influence that the change in profile and teaching strategies had on both types of classes. This …
Social Environmental Factors and Personal Motivational Factors Associated with Creative Achievement
Although the theory of the socio‐cultural approach to creativity is gaining steam, empirical studies with advanced statistical tools are lagging behind. To address the gap of empirical studies integrating individual, social environmental, and cultural factors, we examined how motivational factors and environmental responsiveness were jointly related to college students’ creative achievement in different nations. Participants were university stude…
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Social Environmental Factors and Personal Motivational Factors Associated with Creative Achievement
Although the theory of the socio‐cultural approach to creativity is gaining steam, empirical studies with advanced statistical tools are lagging behind. To address the gap of empirical studies integrating individual, social environmental, and cultural factors, we examined how motivational factors and environmental responsiveness were jointly related to college students’ creative achievement in different nations. Participants were university stude…
Talent Development Programs for Secondary Schools
A school profile of talent development including model classes has been implemented at BG/BRG Keimgasse. This paper evaluates the impact of the actions taken by the school and compares the effects of both the model classes and the regular classes, with a school without a special focus on talent development. The aim of this study was to investigate the influence that the change in profile and teaching strategies had on both types of classes. This …
Teachers’ talent beliefs in the domain of verbal giftedness—the questionnaire
Introduction Teachers’ beliefs about their students’ giftedness and talent are relevant to teaching quality and educational processes. Teachers’ beliefs about giftedness have been investigated in mathematics. In our research, we extended this approach to verbal giftedness to examine whether teachers’ beliefs concerning verbal giftedness can be assessed in a manner similar to their talent beliefs in mathematics. Methods To this end, we developed a…
Do Student Teachers Have Domain-Specific Beliefs About Talent? An Intra- and Inter-Individual Comparison
This study examines the nature of talent beliefs among student teachers. As teacher beliefs are linked to disciplinary content and teacher identity, understanding if these beliefs are influenced by specific domains is important to shaping future teacher education. To assess this, 215 student teachers from two Austrian Universities were surveyed, including 43 mathematics and 93 language majors. The results show intra-individual differences for bel…
Do Talent Beliefs Differ Between In-Service and Pre-Service Teachers
There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for capturing these domain-specific perceptions. Yet comparative evidence across teacher career stages rem…
Education, Achievement, and Giftedness (4 works) · Psychology (4 works) · Mathematics education (3 works) · Sociology (3 works) · Computer Science (2 works) · Emotional Intelligence and Performance (2 works) · Mathematics (2 works) · Pedagogy (2 works) · Social science (2 works) · Structural equation modeling (2 works)