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El estudio analiza el impacto del programa Conecta-T, un programa pull-out de enriquecimiento curricular, que integra tecnología educativa, en el autoconcepto de estudiantes con altas capacidades intelectuales (ACI) y alto rendimiento académico. Se empleó un diseño cuasiexperimental con un muestreo no probabilístico intencional de grupos equivalentes. De un total de 546 estudiantes de una escuela pública de educación primaria, se seleccionaron 48 alumnos, de entre 9 y 12 años (3.º a 6.º curso). La muestra se dividió en un grupo experimental (24 estudiantes, 16 con ACI) y un grupo control (24 estudiantes, 13 con ACI). El autoconcepto fue evaluado antes y después de la intervención en cinco dimensiones (conductual, intelectual, físico, social y felicidad-satisfacción) mediante la escala de Piers Harris. Los resultados muestran que el programa mejoró significativamente el autoconcepto global y la dimensión de felicidad-satisfacción en el grupo experimental. Estos hallazgos se discuten en el marco de la creación de entornos de aprendizaje donde el uso de tecnología educativa optimice los procesos de enseñanza y potencie el talento, más allá de lo académico.
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This study examines some teacher sociodemographic factors and school characteristics that may influence teachers’ identification of gifted students. Teachers initially nominated a sample of 505 students aged 7–17 years ( M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered potentially gifted. Only 20 of these had a previous diagnosis of giftedness. Results show that the teachers’ identification had a sensitivity of 63% and that the teacher’s sex and the type of school significantly influenced the identification of giftedness. Female teachers and teachers in private schools made more accurate identifications. There was no evidence for the influence of school setting or the educational stage. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Introduction Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability. Methods Following a mixed methods research with between subjects design and using a convenience sampling, 455 last-year pre-service teachers enrolled during 2023–2024 in one of three university degrees or one Master's degree related to teacher training at University of Murcia were randomly assigned a vignette in order to rate the intellectual ability, motivation, prosociality, and physical characteristics of a fictitious 12-year-old student whose ability level (gifted/non-gifted) and gender (girl/boy), varied. Additionally, participants were asked to describe how they imagined the fictitious student's physical appearance. After exploring measurement invariance (SPSS AMOS 29), a MANCOVA was performed to compare the results across vignettes (SPSS 28). The study delves specifically into the physical characteristics attributed to gifted students through qualitative analysis addressing co-occurrence coefficients (Atlas.ti 9). Results The results suggest that pre-service teachers described gifted students as more intelligent and with better physical attributes, especially gifted females. Furthermore, gifted students of both genders were defined as more intelligent, creative, and tall. They considered gifted girls to be attractive and gifted boys to be good at sports, highly fit, formally dressed, and wearing glasses. Discussion The results are relevant as they allow a greater understanding of the perception of these students. As pointed out by pioneering studies in the field, implicit theories relate intelligence to physical appearance. This evidence could improve the training of future teachers, and therefore, the identification and assessment of gifted students from different areas.
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- Journal Article (3)