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Introduction: This study explores the level of assertiveness in various samples of students from Primary and Secondary Education. With the data obtained, on the one hand, we analyzed the relation between assertiveness and academic performance and, on the other, we verified whether students who are excluded from the norm, either because of their intellectual giftedness or because they display disruptive behavior in the classroom, obtain different scores in assertiveness. The study analyzes the relation between the excess or deficit of assertive skills and academic performance and, in turn, seeks to verify whether more rebellious students, from an academic viewpoint, or students who are intellectually gifted score differentially from the rest of the students of their level of assertion. Method: A sample of Primary and Secondary Education students from Spanish public centers, whose academic performance was normally distributed, was used. Students from Primary Education, selected for their high intellectual giftedness and good academic performance, who participated in a cognitive-affective development program, and a group of students from Secondary Education, integrated in Compensatory Education units, who were highly conflictive and who achieved very poor academic results, were analyzed. Self-rated assertiveness questionnaires were administered for comparison with the mean school grades and the number of subjects flunked. Results: A statistically significant negative correlation was obtained between the variables assertiveness and academic performance in the diverse samples analyzed. The data support the hypotheses proposed in the study. Significant negative correlations were obtained between performance in Natural Sciences, Social Sciences, Mathematics, Technology and the variable assertiveness; the correlation was lower when Language was also taken into account, and nonexistent when correlated with English. Discussion: From this study, it is concluded that, although an assertive deficit can act like a variable that predisposes towards academic failure, as it hinders students' interactions with teachers and classmates, a deficient assertive or passive dependent pattern can also generate behaviors that lead to very satisfactory academic results. However, the excess of this social skill or students’ erroneous selfperception can originate a form of academic failure. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Introduction: Due to in many theoretical models creativity is a basic element in order to define intellectual giftedness, in this work, relations between creative abilities and intellectual capacity are examined. At this end, as a first step, we have developed a wide review of previous investigations on the subject. On the basis of a sample containing students belonging to Primary and Secondary Schools, global or by factors differences in creative abilities are analized between gifted students and the remainder ones. Finally, we have tried to determine if the former get high marks when doing a graphical test. Method: The study has been developed on the basis of a sample of 447 students belonging to 4°, 5° and 6° levels of Primary School and to 4° and 5° levels of Secondary Education. Four schools, both public and delivered via a public private partnership, were considered. 54 students were found to have an intelligence quotient (IQ) equal or higher than the 95 percentile in a non-verbal intelligence test. We investigate numerical results obtained by the students on 9 creativity factors, for a proposed graphical test of creativity. Results: Students with high intellectual capacity had better average results, statistically meaningful, in the creativity test and in all its factors. Nevertheless, only a part of these students had very good scores (percentile higher than 75). On the other hand, a large number of students without high intellectual abilities exceeds in creativity to the remainder gifted students. These results are also statistically meaningful. Discussion and conclusions: Results are in agreement with those obtained in classical investigations where, depending on the creativity field studied, weak or moderate correlations between IQ and creativity were found. The present work suggests that a high intellectual capacity leads to better results when solving creativity tasks. However, students with lower IQ can show a high creativity, as not all gifted students are exceptionally creative. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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