Identification of Students’ Academic Talent: An Analytical Review and the Proposal of a Conceptual Model

The identification of students’ academic talent is a critical concern in educational psychology, talent development, and policy, with implications for learning opportunities, equity, and long-term societal contributions. This narrative review provides an integrated synthesis of international and Iranian scholarship on academic talent identification, highlighting conceptual, theoretical, and applied developments over time. The review traces the historical evolution from psychometric, ability-centered approaches toward multidimensional and developmental frameworks that incorporate cognitive abilities, motivation, self-regulation, and contextual influences. Contemporary research emphasizes the dynamic interaction between individual characteristics and environmental conditions, the role of non-cognitive factors in talent expression, and the importance of equity-sensitive identification practices. Practical applications in educational policy and school settings illustrate how integrative approaches inform enrichment programs, differentiated instruction, mentoring, and talent development initiatives. Critical reflections reveal persistent challenges, including conceptual ambiguity, limited cultural adaptation, and the need for longitudinal perspectives to capture developmental trajectories. Building on these insights, the review proposes a conceptual model that integrates cognitive, motivational, and contextual dimensions into a coherent, development-oriented framework. The article underscores that academic talent identification is a complex, relational, and ethically significant process, highlighting the importance of frameworks that guide inclusive and contextually responsive educational practices. Future research is encouraged to examine longitudinal pathways, refine theoretical linkages among core components, and bridge research with practical implementation in diverse educational environments.

کلیدواژه ها:

Academic talent identification ، Cognitive abilities ، Contextual influences ، Motivation and self-regulation ، Talent development ، Talent recognition