Anne N. Rinn

Previous Scheduled Teaching

Published Intellectual Contributions

Book

• Rinn, A.N. (2020). Social, Emotional, and Psychosocial Development of Gifted and Talented Individuals. Routledge.
• Plucker, J., Rinn, A.N., Makel, M. (2017). From giftedness to gifted education: Reflecting theory in practice. Waco, TX, Prufrock Press.

Book Chapter

• Rinn-McCann, A.N., Johnson, R. (2022). Should gifted students be friends with non-gifted students?. Peer relationships in classroom management: Evidence and interventions for teaching. 95-108. Routledge.
• Rinn-McCann, A.N., Murphy, L. (2022). Social and emotional development. Introduction to gifted education (2nd ed.). 83-95. Routledge.
• Rinn-McCann, A.N., Walker, A. (2022). Student self-assessment. Handbook on assessments for gifted learners: Identification, learning progress, and evaluation. 212-226. Routledge.
• Makel, M., Rinn-McCann, A.N., Beghetto, R., Callahan, C.M., Dow, G., Esping, A., Fredericks, S.J., Krisel, S., Long, H., Omdal, S., Peters, S., Qian, M., Roberts, J. (2021). Johnathan Plucker. Celebrating giants and trailblazers: A-Z of who's who in creativity research and related fields. 428-456. KIE Publications.
• Rinn, A., Crutchfield, K. (2020). Developing psychosocial skills at school. Methods and Materials for Teaching the Gifted (5th ed.). (5) 81-95. Prufrock Press.
• Rinn, A., Plucker, J. (2020). Gifted college students. Critical issues and practices in gifted education: A survey of current research on giftedness and talent development. (3rd) 103-112. Prufrock Academic Press.
• Mullet, D., Rinn, A. (2019). What parents should know about ADHD. Success strategies for parenting gifted kids: Expert advice from the National Association for Gifted Children.
• Rinn, A. (2018). Social and emotional considerations for gifted students. APA Handbook of Giftedness and Talent. 453-464. Washington, DC, American Psychological Association.
• Rinn, A.N., Majority, K. (2018). The social and emotional world of the gifted. Handbook of giftedness in children: Psycho-educational theory, research, and best practices (2nd ed.). 49-64. Cham, Springer.
• Rinn, A.N. (2017). Social and emotional considerations for gifted students. APA Handbook of Giftedness and Talent.
• Rinn, A.N. (2013). College programming. Critical issues and practices in gifted education: What the research says (2nd ed.). Prufrock Press.
• Rinn, A.N. (2008). Pre-college experiences and characteristics of gifted students. L. Clark & J. Zubizaretta (Eds.), Inspiring Exemplary Teaching and Learning: Perspectives on Teaching Academically Talented College Students. 9-17. Lincoln, NE, National Collegiate Honors Council.
• Rinn, A.N. (2007). College programming. J. A. Plucker & C. M. Callahan (Eds.), Critical Issues and Practices in Gifted Education: What the Research Says. 97-106. Waco, TX, Prufrock Press.

Book Review

• Shurtleff, K., Rinn, A.N. (2018). Review of Designing Gifted Education Programs and Services (Peters & Brulles, 2017). Teachers College Record. http://www.tcrecord.org/PrintContent.asp?ContentID=22310

Editorial

• Rinn, A., Kettler, T. (2020). Assessing and developing diverse STEM talent: Introduction to the special issue. Journal of Advanced Academics. 31 (3) 1-2.

Encyclopedia Article

• Rinn, A.N. (2009). Attention deficit hyperactivity disorder. B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent. Thousand Oaks, CA, Sage Publications.

Journal Article

• Rinn, A.N. (2024). A critique on the current state of research on the social and emotional experiences of gifted individuals and a framework for moving the field forward. Gifted Child Quarterly. 68 (1) 34-48.
• Johnson, R., Mun, R.U., Hodges, J.W., Rinn, A.N. (2023). Basic psychological needs, socioeconomic status and well-being of undergraduate students in honors programs..
• Johnson, R., Mun, R.U., Hodges, J.W., Rinn, A.N. (2023). Socioeconomic status, motivation, and well-being of undergraduate honors students. 2 (2) 9-22.
• Lee, L.E., Rinn, A.N., Rambo-Hernandez, K. What happens after referral? Evaluating the probability of gifted identification with the Torrance Test of Creative Thinking. Gifted Child Quarterly.
• Hodges, J.W., Mun, R.U., Rinn-McCann, A.N. (2022). Disentangling inequity in gifted education: The need for nuance in racial/ethnic categories, socioeconomic status, and geography. Gifted Child Quarterly. 66 (2) 154-156.
• Rinn-McCann, A.N., Henshon, S. (2022). Reflections on gifted education: An interview with Anne Rinn. Roeper Review. 44 (4) 195-197.
• Meyer, M.S., Rinn-McCann, A.N. (2022). School-based leadership talent development: An examination of JROTC participation and postsecondary plans. Journal for the Education of the Gifted. 45 (1) 4-45.
• Meyer, M., Rinn, A. (2021). Adolescent and emerging adult leadership talent development: A systematic review of literature. Gifted Child Quarterly. 65 (3) 287-313.
• Mullet, D., Rinn, A., Kettler, T. (2021). Catalysts of women's success in academic STEM: A feminist poststructural analysis.
• Meyer, M., Cranmore, J., Rinn, A., Hodges, J. (2021). College choice: Considerations for academically advanced high school seniors. Gifted Child Quarterly. 65 (1) 52-74.
• Lee, L.E., Rinn, A., Crutchfield, K., Ottwein, J., Hodges, J., Mun, R. (2021). Perfectionism and the imposter phenomenon in academically talented undergraduates. Gifted Child Quarterly. 65 (3) 220-234.
• Meyer, M., Lee, L.E., Crutchfield, K., Murphy, L., Miller, M., Ottwein, Rinn, A. (2020). Viewpoints in gifted education research and practice: An overview of three major paradigms.
• Rinn, A., Soles, K., Ferguson, S., Smith, K. (2020). Psychological profiles among high ability undergraduate students. 31 (2) 157-179.
• Jett, N., Rinn, A. (2020). Student experiences and outcomes of early college: A systematic review. Roeper Review.
• Bishop, J., Rinn, A. (2020). The potential of misdiagnosis of high IQ youth by practicing mental health professionals: A mixed methods study. 31 (2) 213-243.
• Lee, L.E., Rinn, A., Crutchfield, K., Hodges, J., Mun, R. (2020). Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates. Gifted Child Quarterly.
• Meyer, M., Cranmore, J., Rinn, A., Hodges, J. (2020). College Choice: Considerations for Academically Advanced High School Seniors. Gifted Child Quarterly.
• Nyikos, T., Mullet, D., Rinn, A.N. (2019). Executive dysfunction: Strategies to assist gifted students. (August) 1, 14.
• Rinn, A., Plucker, J. (2019). High ability college students and undergraduate honors programs: A systematic review. Journal for the Education of the Gifted. 42 (3) 187-215.
• Mendaglio, S., Kettler, T., Rinn, A. (2019). Psychology of giftedness and the Theory of Positive Disintegration: A conversation with Sal Mendaglio. Journal of Advanced Academics. 30 (4) 500-507.
• Jett, N., Rinn, A. (2019). Radically early college entrants on radically early college entrance: A heuristic inquiry. Journal for the Education of the Gifted. 42 (4) 303-335.
• Puryear, J., Kettler, T., Rinn, A. (2019). Relating personality and creativity: Considering what and how we measure. 53 123-158.
• Rinn, A.N., Mullet, D., Nyikos, T., Jett, N. (2018). Sensory Processing Sensitivity among High Ability Adults: A Psychometric Evaluation of the Highly Sensitive Person Scale. Roeper Review. 40 166-175.
• Mullet, D.R., Rinn, A.N., Kettler, T. (2017). Catalysts of Women's Talent Development in STEM: A Systematic Review. Journal of Advanced Academics. 28 253-289. Denton, 1155 Union Circle #311335
• Miner, K., Diaz, I., Rinn, A.N. (2017). Incivility, psychological distress, and math self-concept among women and students of color in STEM. 23 (3) 211-230.
• Puryear, J., Kettler, T., Rinn, A.N. (2017). Relationships of personality to differential conceptions of creativity: A systematic review. Psychology of Aesthetics, Creativity, and the Arts.
• Puryear, J.S., Kettler, T., Rinn, A.N. (2017). Relationships of Personality to Differential Conceptions of Creativity: A Systematic Review. Psychology of Aesthetics, Creativity, and the Arts. 11 59-68.
• Mullet, D., Rinn, A.N. (2016). Gifted, ADHD, or both? What parents should know about misdiagnosis, dual diagnosis, and supporting gifted children with ADHD. Parenting for High Potential. 5 10-13.
• Margot, K., Rinn, A.N. (2016). Perfectionism in gifted adolescents: A replication and extension. Journal of Advanced Academics. 27 (3) 190-209.
• Mullet, D., Rinn, A.N., Kettler, T. Catalysts of Women's Talent Development in STEM: A Systematic Review. American Educational Research Association.
• Puryear, J.S., Kettler, T., Rinn, A.N. Relating Personality and Creativity: Considering What and How We Measure.
• Rinn, A.N., Bishop, J. (2015). Gifted adults: A systematic review and analysis of the literature. Gifted Child Quarterly. 59 (4) 88-114.
• Mullet, D.R., Rinn, A.N. (2015). Giftedness and ADHD: Identification, Misdiagnosis, and Dual Diagnosis. Roeper Review. 37 (4) 195-207.
• Rinn, A.N., Boazman, J., Jackson, A., Barrio, B. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. Journal of the Scholarship of Teaching and Learning. 14 (4) 88-114.
• Rinn, A.N., Boazman, J., Jackson, A., Barrio, B.L. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. Journal of the Scholarship of Teaching and Learning. 88-114. IUScholarWorks. http://dx.doi.org/10.14434/v14i4.12770
• Huey, E., Sayler, M., Rinn, A.N. (2013). Effects of family functioning and parenting style on early entrants' academic performance and program completion. Journal for the Education of the Gifted. 36 (4) 418-432.
• DeFreitas, S.C., Rinn, A.N. (2013). Explaining the lower academic achievement of first generation college students: The role of academic self-concept. Journal of the Scholarship of Teaching and Learning. 13 (1) 57-67.
• Rinn, A.N., Miner, K., Taylor, A. (2013). Family context predictors of math self-concept among university STEM majors. Journal of the Scholarship of Teaching and Learning. 13 (2) 116-132.
• Dai, D.Y., Rinn, A.N., Tan, X. (2013). When the big fish turns small: Effects of participating in gifted summer programs on academic self-concepts. Journal of Advanced Academics. 24 (1) 3-25.
• Rinn, A.N. (2012). Implications for the affective needs of gifted individuals: A response to Subotnik, Olszewski-Kubilius, & Worrell. Gifted Child Quarterly. 56 (4) 206-209.
• Rinn, A.N., Reynolds, M.J. (2012). Overexcitabilities and ADHD in the gifted: An examination. Roeper Review. 34 (1) 1-8.
• Periathiruvadi, S., Rinn, A.N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education. 45 (2) 153-169.
• Rinn, A.N., Wininger, S. (2011). An examination of sport participation among academically gifted students. Journal of Contemporary Athletics. 5 (2) 77-88.
• Rinn, A.N., Reynolds, M.J., McQueen, K. (2011). Perceived social support and the self-concepts of gifted adolescents. Journal for the Education of the Gifted. 34 367-396.
• Rinn, A.N., Mendaglio, S., Rudasill, K.M., McQueen, K.S. (2010). Examining the relationship between overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis. Gifted Child Quarterly. 54 (1) 3-17.
• Rinn, A.N., Plucker, J.A., Stocking, V.B. (2010). Fostering gifted students' affective development: A look at the impact of academic self-concept. Teaching Exceptional Children. 6 (4) 2-13.
• Rinn, A.N., Jamieson, K.M., Gross, C.M., McQueen, K.M. (2009). A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents. Social Psychology of Education. 12 251-269.
• Rinn, A.N., Cobane, C.T. (2009). Elitism misunderstood: In defense of equal opportunity. Journal of the National Collegiate Honors Council. 10 (1) 53-56.
• Rinn, A.N., Nelson, J.M. (2009). Pre-service teachers' perceptions of behaviors characteristic of ADHD and giftedness. Roeper Review. 31 (1) 18-26.
• Rinn, A.N., McQueen, K.S., Clark, G., Rumsey, J.L. (2008). Gender differences in gifted adolescents' math/verbal self-concepts and math/verbal achievement: Implications for the STEM fields. Journal for the Education of the Gifted. 32 (1) 34-53.
• Dai, D.Y., Rinn, A.N. (2008). The big-fish-little-pond effect: What do we know and where do we go from here?. Educational Psychology Review. 20 283-317.
• Rinn, A.N., Cunningham, L.G. (2008). Using self-concept instruments with high ability college students: Reliability and validity evidence. Gifted Child Quarterly. 52 (3) 232-242.
• Rinn, A.N. (2007). Effects of programmatic selectivity on the academic achievement, academic self-concepts, and aspirations of gifted college students. Gifted Child Quarterly. 51 (3) 232-245.
• Gross, C.M., Rinn, A.N., Jamieson, K.M. (2007). Gifted adolescents' overexcitabilities and self-concepts: An analysis of gender and grade level. Roeper Review. 29 (4) 240-248.
• Rinn, A.N., Wininger, S.R. (2007). Sports participation among academically gifted adolescents: Relationship to the multidimensional self-concept. Journal for the Education of the Gifted. 31 (1) 35-56.
• Cunningham, L.G., Rinn, A.N. (2007). The role of gender and previous participation in a summer program on gifted adolescents' self-concepts over time. Journal for the Education of the Gifted. 30 (3) 326-352.
• Rinn, A.N. (2006). Effects of a summer program on the social self-concepts of gifted adolescents. Journal of Secondary Gifted Education. 17 (2) 65-75.
• Rinn, A.N. (2006). Major forerunners to honors education at the collegiate level. Journal of the National Collegiate Honors Council. 7 (2) 63-81.
• Nelson, J.M., Rinn, A.N., Hartnett, D.N. (2006). The possibility of misdiagnosis of giftedness and ADHD still exists: A response to Mika. Roeper Review. 28 (4) 243-248.
• Rinn, A.N. (2005). Trends among honors college students: An analysis by year in school. Journal of Secondary Gifted Education. 16 (4) 157-167.
• Rinn, A.N. (2004). Academic and social effects of living in honors residence halls. Journal of the National Collegiate Honors Council. 5 (2) 67-79.
• Hartnett, D.N., Nelson, J.M., Rinn, A.N. (2004). Gifted or ADHD? The possibilities of misdiagnosis. Roeper Review. 26 (2) 73-76.
• Rinn, A.N., Plucker, J.A. (2004). We recruit them, but then what? The educational and psychological experiences of academically talented undergraduates. Gifted Child Quarterly. 48 (1) 54-67.
• Rinn, A.N. (2003). Rhodes Scholars, Frank Aydelotte, and collegiate honors education. Journal of the National Collegiate Honors Council. 4 (1) 27-39.

Magazine/Trade Publication

• Rinn, A.N. (2009). Overexcitabilities and the gifted child. Duke gifted letter: For parents of gifted children. 10 (1) n.p..

Position Paper

• Dixson, D., Peters, S., Makel, M.C., Jolly, J., Matthews, M.S., Miller, E.M., Rambo-Hernandez, K.E., Rinn, A., Robins, J.H., Wilson, H.E. (2020). Gifted education as maximizing learning. Phi Delta Kappan. 102 (4) 22-25.

Research Report

• Rinn-McCann, A.N., Mun, R.U., Hodges, J.W. (2022). 2020-2021 State of the States in Gifted Education. National Association for Gifted Children.
• Rinn, A., Mun, R., Hodges, J. (2020). 2018-2019 State of the states in gifted education.

Scholarly Preface

• Rinn, A.N. (2018). Introduction to the special issue on gifted college students and undergraduate honors programming. Journal for the Education of the Gifted. 41 215-216.
• Kettler, T., Rinn, A.N. (2018). The first word: A letter from the editors. Journal of Advanced Academics. 29 (1) 3-4.

Technical Report

• Rinn, A., Mun, R., Hodges, J. (2021). State of the States Report. National Association for Gifted Children.

online monograh

• Rinn, A.N., Oveross, M. (2017). Top 20 principles from psychology for preK-12 creative, talented, and gifted students' teaching and learning. http://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.aspx

Contracts, Grants and Sponsored Research

Contract

• Rinn-McCann, A.N. (Co-Principal), Mun, R.U. (Co-Principal), Hodges, J.W. (Co-Principal), "2020-2021 State of the States in Gifted Education," sponsored by National Association for Gifted Children, National, $15000 Funded. ( - 2022).
• Rinn-McCann, A.N., Mun, R.U. (Co-Principal), Hodges, J.W. (Co-Principal), "2018-2019 State of the States in Gifted Education," sponsored by National Association for Gifted Children, National, $10000 Funded. ( - 2020).

Grant - Research

• Williams, K. (Principal), Rinn, A.N. (Supporting), "Recruitment and retention of students in biotechnology-associated majors," sponsored by National Science Foundation, Federal, $616669.00 Funded. (2013 - 2019).
• Rinn, A.N. (Co-Principal), "The influence of educational climate on college women's attrition from STEM fields.," sponsored by National Science Foundation, Federal, $499995 Funded. (2010 - 2013).
• Rinn, A. (Supporting), "PostSec: Preparing, overseeing, and steering today's students to expect college," sponsored by United States Department of Education, Federal, $5404800.00 Funded. (2006 - 2012).
• Williams, K. (Principal), Rinn, A. (Supporting), "Recruitment and retention of students in biotechnology-associated majors," sponsored by National Science Foundation, Federal, Funded. (2013 - 2019).
• Rinn, A. (Co-Principal), "The influence of educational climate on college women's attrition from STEM fields.," sponsored by National Science Foundation, Federal, Funded. (2010 - 2013).
• Rinn, A. (Supporting), "PostSec: Preparing, overseeing, and steering today's students to expect college," sponsored by United States Department of Education, Federal, Funded. (2006 - 2012).