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To compare the occurrence of bullying among students with and without characteristics of giftedness and talent it was applied a questionnaire to 339 elementary school students, being 59 of them gifted students. No significant differences were found between subgroups with and without giftedness in regard to their involvement with bullying, types of aggression suffered and sociometric variables. Gifted students more often adopt the behavior of calling for help to combat bullying. Students with talent for arts tend to be more victimized than the ones gifted in other domains. Although few variables related to socioemotional adjustment have been investigated, the results may imply that students with giftedness do not necessarily differ from peers regarding that aspect of human development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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The aim of this study was to compare personal and contextual factors and learning experiences that can contribute to the career choice among students with and without characteristics of giftedness and talent (G&T). Participants were 275 high school students who completed a questionnaire and instruments that assess interests, outcome expectations/values, occupational self-efficacy and career choice. Adolescents with G&T (9.1%) showed higher levels in some dimensions of these variables. However, when analyzing each grade, the groups were equivalent in the third year of high school for the first two variables, and in the first year in the scale of values. It was concluded that students with G&T need professional guidance as much as their peers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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This study aimed to compare two types of measures (reasoning test and parent’s nomination) used in the assessment of intellectual giftedness. Accordingly, the Reasoning Test Battery (BPR-5) and the parents version of the Overexcitability Scales, more specifically the Intellectual Overexcitability scale (SEI) were applied with elementary school students ( n = 67) and their parents or guardians ( n = 67), respectively. When comparing the two measures, it was observed that students who performed better in the BPR-5 also tended to receive higher means in the SEI. Significant positive correlations, which ranged from weak to moderate, were obtained between the SEI, the general reasoning ability, and some types of reasoning (verbal, abstract, and numeric). The comparison and positive associations between the two instruments indicate that both investigate related constructs. However, the measures should be considered as complementary rather than substitutive. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo teve como objetivo comparar dois tipos de medidas (Teste de Raciocínio e Nomeação por Pais) utilizadas na avaliação de dotação intelectual. Para tanto, aplicaram-se a Bateria de Provas de Raciocínio (BPR-5) e a versão para pais das Escalas de Sobre-Excitabilidade, mais especificamente a escala de Sobre-Excitabilidade Intelectual (SEI), em alunos do ensino fundamental ( n = 67) e em seus pais ou responsáveis ( n = 67), respectivamente. Ao comparar as duas medidas, observou-se que os estudantes que apresentaram melhor desempenho no escore geral da BPR-5 também tenderam a apresentar médias mais altas na SEI. Foram obtidas correlações positivas, significativas, que variaram de fracas a moderadas, entre a SEI, a capacidade cognitiva geral e alguns tipos de raciocínio (verbal, abstrato e numérico). A comparação e as associações positivas entre os dois instrumentos permitem sugerir que ambos investigam construtos correlatos. Entretanto, as medidas devem ser consideradas como complementares e não substitutivas. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudio tuvo como objetivo comparar dos tipos de medidas (prueba de raciocinio y nombramiento por padres) utilizadas en la evaluación de dotación intelectual. Razón por la cual, se aplicaron la Batería de Pruebas de Razonamiento (BPR-5) y la versión para padres de las Escalas de Sobreexcitabilidad, más específicamente se aplicó la Escala de Sobreexcitabilidad Intelectual (SEI) en alumnos de la enseñanza básica ( n = 67) y en sus padres o responsables ( n = 67). Al comparar las dos medidas, se observó que los estudiantes que presentan mejor desempeño en la BPR-5, también tienden en presentar medias más altas en la SEI. Se obtuvo correlaciones positivas, significativas y débiles entre la SEI y la capacidad general de razonamiento. La SEI también se correlacionó positiva y significativamente con algunos tipos de razonamiento (Verbal, Abstracto y Numérico). La comparación y las asociaciones positivas entre los dos instrumentos permiten sugerir que ambos investigan constructos relacionados. Con todo, las medidas deben ser consideradas como complementarias y no substitutivas. Palabras clave: sobreexcitabilidad; superdotación; evaluación psicológica. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)
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- Journal Article (3)