| Dabrowski's theory of positive disintegration and giftedness: Overexcitability research findings S Mendaglio, W Tillier Journal for the Education of the Gifted 30 (1), 68-87, 2006 | 220 | 2006 |
| Dabrowski's theory of positive disintegration S Mendaglio Great Potential Press, Inc., 2008 | 190 | 2008 |
| The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms JL Peebles, S Mendaglio International Journal of Inclusive Education 18 (12), 1321-1336, 2014 | 178 | 2014 |
| Sensitivity among gifted persons: A multi‐faceted perspective S Mendaglio Roeper Review 17 (3), 169-172, 1995 | 137 | 1995 |
| The multidimensional self-concept: A comparison of gifted and average-ability adolescents MC Pyryt, S Mendaglio Journal for the Education of the Gifted 17 (3), 299-305, 1994 | 119 | 1994 |
| Models of counseling gifted children, adolescents, and young adults S Mendaglio, JS Peterson PRUFROCK PRESS INC., 2007 | 108 | 2007 |
| Heightened multifaceted sensitivity of gifted students: Implications for counseling S Mendaglio Journal of Secondary Gifted Education 14 (2), 72-82, 2002 | 97 | 2002 |
| Dabrowski’s theory of positive disintegration: A personality theory for the 21st century S Mendaglio Dabrowski’s theory of positive disintegration, 13-40, 2008 | 76 | 2008 |
| Examining the relationship between the overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis AN Rinn, S Mendaglio, K Moritz Rudasill, KS McQueen Gifted Child Quarterly 54 (1), 3-17, 2010 | 73 | 2010 |
| Overexcitabilities and giftedness research: A call for a paradigm shift S Mendaglio Journal for the Education of the Gifted 35 (3), 207-219, 2012 | 68 | 2012 |
| Gifted students’ transition to university S Mendaglio Gifted Education International 29 (1), 3-12, 2013 | 66 | 2013 |
| Counseling gifted learning disabled: Individual and group counseling techniques S Mendaglio Counseling the gifted and talented, 131-149, 1993 | 58 | 1993 |
| Preparing teachers for inclusive classrooms: Introducing the individual direct experience approach J Peebles, S Mendaglio LEARNing Landscapes 7 (2), 245-257, 2014 | 57 | 2014 |
| Affective-cognitive therapy for counseling gifted individuals S Mendaglio Models of counseling gifted children, adolescents, and young adults, 35-68, 2007 | 49 | 2007 |
| Dabrowski's theory of positive disintegration: Some implications for teachers of gifted students S Mendaglio AGATE-EDMONTON- 15 (2), 14-22, 2002 | 48 | 2002 |
| Qualitative case study in gifted education S Mendaglio Journal for the Education of the Gifted 26 (3), 163-183, 2003 | 44 | 2003 |
| Should perfectionism be a characteristic of giftedness? S Mendaglio Gifted Education International 23 (3), 221-232, 2007 | 28 | 2007 |
| Social/emotional needs: Gifted sensitivity to criticism T Cross, S Mendaglio Gifted Child Today 17 (3), 24-25, 1994 | 23 | 1994 |
| Self-Concept of Gifted Students Assessment Based Intervention S Mendaglio, MC Pyryt Teaching Exceptional Children 27 (3), 40-45, 1995 | 19 | 1995 |
| Personality development through positive disintegration: The work of Kazimierz Dąbrowski WB Tillier, S Mendaglio Maurice Bassett, 2018 | 15 | 2018 |
Anne N. RinnDepartment Chair and Professor of Educational Psychology, University of North TexasZweryfikowany adres z unt.edu
