Gifted and Talented International (GTI) is the official journal of the World Council for Gifted and Talented Children. . Its purpose is to share current theory, research, and practice in gifted education with its audience of international educators, scholars, researchers, and parents. 

Parenting For High Potential is the magazine designed for parents who want to make a difference in their children's lives, who want to develop their children's gifts and talents, and who want to help them develop their potential to the fullest. To receive Parenting for High Potential, you should become a member of NAGC.

Journal for the Education of the Gifted (JEG), offers information and research on the educational and psychological needs of gifted and talented children. Devoted to excellence in educational research and scholarship, the journal acts as a forum for diverse ideas and points of view on gifted education, counseling, and parenting

Advanced Development is the first journal on adult giftedness. It is published by the Institute for the Study of Advanced Development, a nonprofit research corporation dedicated to the study of giftedness, advanced development, and undeveloped potential in women.

Teaching for High Potential  (THP) is a publication from NAGC designed with educators in mind. Teaching for High Potential is a quarterly publication available in print and online with and NAGC Membership.  

An Electronic Journal of the AERA SIG Research on Giftedness and Talent.  The Publication Committee for the Research on Giftedness, Creativity, and Talent SIG would like to announce a new member benefit. Each month the publication committee will disseminate a list of all new peer-reviewed publications on giftedness, creativity, or talent.

AAEGT publishes a refereed journal, the Australasian Journal of Gifted Education twice yearly.  Each journal contains a President's report, current reports on what has been happening around Australia and New Zealand in gifted and talented education and details of relevant conferences. 

How family, school, and social background contribute to the self-identity and subsequent self-concept and self-esteem of highly gifted individuals may be related to whether or not they eventually self-actualize. The author examined factors that possibly relate to the development of individuals who are self-actualized; and which, if any of these factors, are predictors of highly principled moral reasoning development. Forty-one case studies were analyzed using characteristics of emotional and moral reasoning stages outlined by Erikson, Maslow, Dabrowski, Kohlberg, and Rest.