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En los últimos años, se ha constatado un incremento preocupante en los problemas emocionales que presentan muchos adolescentes. En un principio, este hecho se ha asociado a los efectos contingentes a la pandemia y la situación atípica que sufrieron más incisivamente esta población. Pero la actualidad, sigue evidenciando dificultades (ansiedad, depresión…) que, en muchos casos, desembocan en conductas autolesivas no suicidas (Vázquez, Armero, Martínez-Sánchez, 2022), observadas en los centros educativos de secundaria, la mayoría asociadas a una disfuncionalidad en la regulación de sus emociones. Si, además, hablamos de alumnos con altas capacidades intelectuales, la situación se complica exponencialmente. En este estudio, se pretende evidenciar si hay factores de riesgo más prevalentes que hacen más vulnerable al colectivo con altas capacidades, así como describir las dificultades más imperantes, para fomentar la intervención preventiva de estos comportamientos y facilitar a docentes y familias conocimientos sobre ellos (Fonseca y Pérez, 2020). Para ello, se han analizado cuestionarios dirigidos a la detección de un amplio espectro de problemas emocionales y de conducta, en una población de alumnos escolarizados en Educación Secundaria Obligatoria de Extremadura, con edades comprendidas entre 12 y 18 años, identificados con altas capacidades y con protocolo de atención en Salud Mental por riesgo de conductas autolíticas. La autolisis no suicida en este colectivo, es un campo de estudio muy limitado aún y poco contrastado en nuestro país, siendo las dificultades en la identificación del alumnado con altas capacidades intelectuales el primerobstáculo, así como el desconocimiento de las características emocionales asociadas a ellos (Tourón, 2022), Además, no contamos actualmente con herramientas construidas, validadas y baremadas que permitan la evaluación de estas conductas en los adolescentes y prevean este tipo de comportamientos, para lo que es de vital importancia la información, formación y concienciación de la sociedad (Fonseca y Pérez, 2020).

Este estudio examina las concepciones y creencias arraigadas en la escuela acerca de las altas capacidades, que pueden obstaculizar el adecuado desarrollo educativo y la atención a la diversidad de este alumnado, a través del análisis de las representaciones sociales presentes entre estudiantes universitarios en formación docente. La investigación tiene un enfoque mixto, utilizando para su análisis la teoría de representaciones sociales por medio de un análisis prototípico de palabras, con la participación de 274 individuos. Los resultados revelan que la palabra “inteligente” prevalece en todas las representaciones sociales, mientras que los elementos periféricos varían y se relacionan más con aspectos socioemocionales. La formación académica se destaca como un elemento importante que desestabiliza el núcleo central de la representación, ofreciendo una visión más holística del concepto. En la percepción colectiva del grupo investigado, se identifican varios mitos, estereotipos y falsas creencias. Entre ellos, destaca la creencia en la idea de que las altas capacidades son innatas. Además, persiste el estereotipo de que este alumnado siempre sobresale en rendimiento, y la presencia de dificultades en su adaptación personal y social.   Social representations of giftedness among university students in preservice teacher Abstract This study examines the conceptions and beliefs entrenched in schools regarding giftedness, which hinder the proper educational development and attention to the diversity of these students. It focuses on the social representations present among university students in preservice teacher. The research adopts a mixed-method approach, utilizing social representations theory through prototypical word analysis, with the participation of 274 individuals. The results reveal that the word “intelligent” prevails in all social representations, while peripheral elements vary and are more related to socioemotional aspects. Academic training stands out as an important element that destabilizes the central core of the representation, offering a more holistic view of the concept. In the collective perception of the investigated group, several myths, stereotypes, and false beliefs are identified. Among them, the belief in the idea that giftedness is innate stands out. Additionally, the stereotype persists that these students always excel in performance and face difficulties in their personal and social adaptation.

Introducción: En el Perú no se cuenta con un estudio de prevalencia ni políticas educativas para la atención de estudiantes con un elevado coeficiente intelectual. El estudio tuvo como objetivo diseñar una Propuesta formativa para la intervención pedagógica a estudiantes con superdotación y altas capacidades intelectuales. Metodología: El diseño Transeccional Descriptivo Propositivo, orientó la aplicación de un instrumento estructurado en cinco dimensiones y 15 ítems valorados cuantitativamente a través de la escala tipo Likert a una muestra de 60 estudiantes de los últimos ciclos de las carreras de educación. El procesamiento estadístico utilizó la estadística descriptiva. Resultados: Los resultados evidencian un nivel de dominio bajo en las dimensiones: Conceptualización (43.1%); Detección (47.6%); Recursos disponibles (47.1%) y Opciones educativas (34.6%); en tanto, en la dimensión Necesidades Educativas se encontró en un nivel medio (52.2%). Discusión: El estudio confirma que, los educadores carecen del conocimiento adecuado respecto a la sobredotación intelectual que les permita identificarlos y/o utilizar estrategias de diferenciación que aumenten la profundidad y complejidad del aprendizaje. Conclusiones: La propuesta formativa considera un diseño integral en cinco etapas: Sensibilización, Implementación para la intervención, Propuestas Exitosas de atención a las Altas Capacidades, Evaluación y Retroalimentación. , Introduction: In Peru there is no prevalence study or educational policies for the care of students with a high IQ. The objective of the study was to design a training proposal for pedagogical intervention for students with giftedness and high intellectual abilities. Methodology: The Propositive Descriptive Transsectional design guided the application of an instrument structured in five dimensions and 15 items quantitatively assessed through the Likert-type scale to a sample of 60 students from the last cycles of education majors. Statistical processing used descriptive statistics. Results: The results show a low level of mastery in the dimensions: Conceptualization (43.1%); Detection (47.6%); Available Resources (47.1%) and Educational Options (34.6%); meanwhile, in the Educational Needs dimension it was found at a medium level (52.2%). Discussion: The study confirms that educators lack adequate knowledge regarding intellectual giftedness that allows them to identify them and/or use differentiation strategies that increase the depth and complexity of learning. Conclusions: The training proposal considers a comprehensive design in five stages: Awareness Raising, Implementation for the intervention, Successful Proposals for attention to High Abilities, Evaluation and Feedback.

Introducción. En este estudio se investigó la posible existencia de diferencias en varios ámbitos o rasgos del constructo general de inteligencia emocional entre los menores con altas capacidades y sus pares de desarrollo normotípico.   Método. Un grupo de menores con altas capacidades y un grupo de menores con desarrollo intelectual promedio completaron en dos momentos distintos una escala de evaluación del cociente emocional EQ-i:YV. Inventario de Inteligencia Emocional de BarOn: versión para jóvenes. La muestra total estaba integrada por 187 menores españoles, con edades comprendidas entre los 8 y los 17 años. De los cuales, 118 participantes pertenecían al grupo de altas capacidades, siendo 38 mujeres y 80 varones. con una edad media de 11.2 años. El grupo de desarrollo normotípico estuvo formado por 69 participantes, de los cuales 23 eran mujeres y 46 varones, con una edad media de 11.7 años.   Resultados. Por un lado, se encontró que los menores con altas capacidades presentaban una mayor puntuación que sus pares en la subescala de Adaptabilidad, y al mismo tiempo mostraban menores puntuaciones en Inteligencia Intrapersonal y en Estado de Ánimo. No se hallaron diferencias ni en la Gestión del Estrés, ni en Inteligencia Interpersonal. De manera relevante, cuando los resultados se analizaron desde una perspectiva general sin profundizar en cada rasgo, la polaridad de estas diferencias (siendo unas positivas y otras negativas) cancelaba la aparición global de diferencias, dando lugar a la consideración errónea de la ausencia de diferencias entre grupos.   Discusión y conclusiones. Estos hallazgos aportan gran valor para romper mitos sobre las altas capacidades y para orientar la práctica piscoeducativa hacia el desarrollo de programas educativos y sociales útiles para el desarrollo afectivo de la población con altas capacidades, atendiendo a las fortalezas y debilidades emocionales.

El sistema educativo ha de velar por una educación de calidad e inclusiva para todo el alumnado, haciendo extensiva su misión al alumnado con altas capacidades intelectuales (ACI). En consecuencia, el marco normativo vigente reconoce las necesidades específicas de apoyo educativo que presenta este colectivo y la necesaria personalización de su educación. El presente estudio, de carácter cuantitativo, tiene por objeto analizar las percepciones de 124 docentes de Educación Primaria y Secundaria Obligatoria de la Comunidad Autónoma del País Vasco (España) hacia la inclusión educativa del alumnado con ACI, a través de una escala que recoge tanto la importancia otorgada como el nivel de implementación en la práctica. El análisis de los resultados a través de la técnica AIR facilita la detección de los aspectos a priorizar para que la inclusión educativa del alumnado con ACI supere el plano de la planificación educativa. Los resultados muestran que los docentes coinciden en la necesidad de garantizar la inclusión educativa del alumnado con ACI a través de la mejora de su abordaje. Destacan como principales áreas de mejora la implicación activa de todos los agentes intervinientes, una mayor cualificación pedagógica de los docentes, y una mayor dotación de recursos que garantice la viabilidad de su atención educativa.

The attention given to schoolchildren is generally the same, their particularities are not respected, leading some students to feel that the school does not respond to their potential or needs; therefore, the objective of the study was to identify the factors involved and the activities carried out by the Educational Institutions (IIEE) to ensure adequate attention to schoolchildren with high abilities (AC). Thus, a literature review was conducted using the Kitchenham and Charters methodology, selecting 36 articles between the years 2018 to 2022, from the databases Scopus, Scielo, Proquest and Ebscohost, having as descriptor "high abilities". Where it is concluded that the factor that has a direct impact on the attention of inclusive schoolchildren are teachers and the primary activity to be carried out by the IIEE is the development of a plan to address the singularities of the classroom.

The aim of this review is to synthesize the results of multiple studies that measured teachers’ attitudes towards gifted students and their education. A total of 1,356 references, 28 of which met our selection criteria, were identified through a literature search. The results suggest that teachers generally have a positive attitude toward the needs of gifted students. However, their attitudes toward pedagogical interventions, especially those that remove the child from their reference classroom, are more negative. The literature has tested several predictors of attitudes, but few have shown a robust effect, and the studies are difficult to compare due to significant methodological differences. However, interactions with gifted individuals and personal self-efficacy appear to be the most significant. Finally, there appear to be differences by country of origin related to the concept of giftedness. Further studies are necessary to confirm the impact of these variables and potential cultural differences. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The International Literacy Association’s literacy model was used as a framework for exploring the leadership type required to advance literacy development in the United Arab Emirates, which is the process of developing structures to enhance ECE. In addition, ECE teachers (n = 15) were interviewed to understand their perspectives on leadership and efforts towards creating a conducive environment for collaboration between teachers and parents. The result showed that participants favoured good relationship qualities and pedagogical support from leaders. However, while a conducive environment has been developed, there are challenges pertaining to embracing diversity, unhealthy competition between teachers, and a lack of cooperation in the form of parents derailing teaching activities. The study concludes with the need for teacher educators to promote and inculcate human relationship development within ECE leaders’ training, and other study implications are also discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The kind of transactional, or tit-for-tat giftedness that so many programs identify and develop will not help to create a better world. Yet, if anyone is in a position to create a better world, it is our gifted young people. In this article, roles are presented that can be used to create change in the world. Some of these roles, when applied toward good causes, can be positive—advocate, activist, and champion. Others tend to be negative—fool, fanatic, and spoiler. We should teach in a way that encourages gifted students to become champions of positive causes—to take leadership roles in effecting positive change. This article discusses how those in the gifted field might think about this task. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

We applied a balance theory of wisdom to thinking in the domain of science. In two studies, we administered maximum-performance scales measuring Scientific Wisdom, Scientific Reasoning, Scientific Creativity, and fluid and crystallized intelligence, and a typical-performance scale of self-assessed wisdom. Our Scientific Wisdom scale, along with the Scientific Reasoning scales and a Scientific Creativity scale, loaded on one clear factor separate from the factor(s) on which the psychometric tests of intelligence, SAT and ACT scores, and GPA loaded. These results suggested that the scientific tests were assessing abilities that were different from g, as well as what the SAT/ACT and academic GPA were assessing. The studies are merely a starting point for a relatively new idea—that schools should consider teaching for and assessing scientific wisdom, and that a full analysis of scientific giftedness should include scientific wisdom. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Empirical testing of talent development models or contextual developmental models of giftedness is enhanced by longitudinal research that considers contextual factors as well as individual/psychological factors. Relying on findings from the longitudinal TALENT project in Flanders, we aimed to shed light on the role of social-contextual factors (i.e., relationships with teachers, peers, and parents) and psychological (i.e., motivational) factors in the developmental process of transforming high cognitive ability into high achievement levels. Also, we aimed to gain insight into which developmental processes are specific to high-ability students and which are generalizable across ability levels. The findings provided longitudinal evidence for the key role of social-contextual and motivational resources in the process of academic talent development. Overall, they call for further integration of giftedness models with general developmental theories and elaboration of the role of social-contextual factors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The present study examined the effect of ADHD-related traits, academic-achievement level, and giftedness label on elementary school teachers’ and counselors’ referral recommendations for assessment. 532 teachers and counselors were presented with one of 12 vignettes describing a hypothetical pupil. Participants were asked to report the likelihood they would refer the pupil for ADHD diagnosis and address them during a high-level interdisciplinary school-team meeting (HISTM). High ADHD-related traits (effect size 0.359) and low academic-achievement (effect size 0.070) and their interaction were significantly related to a higher likelihood of referral. Further analysis revealed that lower academic achievement was related to a higher likelihood of referral only when ADHD-related traits were not indicated (p < .005). The status of giftedness label was not found to be significant (p > .05). These findings indicate that mainly ADHD-related traits and, to a lesser degree, low academic-achievement influence teachers’ decisions to refer pupils for ADHD diagnosis and address them in HISTM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Objectives: Optimal sleep is crucial for developing and maintaining gifted children's cognitive abilities. However, only a few studies have explored the sleep profiles of gifted children and overlooked their internal variations. This study aimed to investigate subjective and object sleep profiles in school-aged gifted children with different levels of giftedness. Methods: This study included 80 school-aged children (50 % male) aged 6–11 years. Giftedness was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Subjective and objective sleep were evaluated using the Children's Sleep Habits Questionnaire (CSHQ) and Actiwatch 2. Results: The sample was divided into three groups based on their full scale intelligence quotient (IQ): 16 typically developing children (IQ < 130), 38 moderately gifted children (IQ: 130–145), and 26 highly gifted children (IQ > 145). The highly gifted children had the mildest sleep problems, particularly in sleep duration and daytime sleepiness. Moderately gifted children had the shortest subjective average sleep duration, while the three groups had no significant differences in Actiwatch-measured sleep variables. Furthermore, CSHQ total and daytime sleepiness subscale scores were negatively associated with the full scale IQ in gifted children after controlling for confounders including emotional and behavioral problems. Conclusions: Children with higher levels of giftedness experience fewer subjective sleep problems but have similar objective sleep parameters. It is imperative to implement tailored sleep strategies for fostering intellectual development and nurturing young talents. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The notion of “high learning potential” (HLP) or “giftedness” is a captivating subject that poses challenges to psychologists in assessing human potential. Internationally, the concept is surrounded by various representations within the general population, which are often conveyed by the media. However, some of these representations need to be revised in light of data from scientific literature. While contemporary theoretical models adopt a developmental approach to HLP, its nature and identification remain sources of debate among researchers. This review article explores cross-cultural studies on defining and identifying gifted students according to different cultures and their value systems. Our literature analysis reveals that giftedness is not a uniform concept on an international scale, with researchers attributing varied characteristics to students identified as “gifted” or “HLP.” Nevertheless, a consensus emerges on the need to adapt educational practices to meet the specific needs of these students. This article aims to inform researchers and psychologists about the multiple meanings of HLP and shed light on how evidence-based educational adjustments could be implemented for these gifted students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalLe haut potentiel (HP) constitue un sujet captivant qui pose des défis à la pratique des psychologues dans l’évaluation du potentiel humain. À l’échelle internationale, le concept est entouré de diverses représentations au sein de la population générale, souvent véhiculées par les médias. Cependant, certaines de ces représentations s’avèrent incompatibles avec les données issues de la littérature scientifique. Bien que les modèles théoriques contemporains adoptent une approche développementale du HP, la nature et l’identification de ce dernier restent sources de débats parmi les chercheurs. Cette revue synthétique explore les études interculturelles portant sur la définition et l’identification des élèves à HP en fonction des cultures et de leurs systèmes de valeurs. Notre analyse bibliographique révèle que le HP n’est pas un concept unitaire à l’échelle internationale, les chercheurs attribuant des caractéristiques variées aux élèves identifiés comme étant à HP. Toutefois, un consensus émerge sur la nécessité d’adapter les pratiques pédagogiques pour répondre aux besoins spécifiques de ces élèves. L’objectif de cet article est d’informer les chercheurs et les psychologues sur les multiples significations du HP et de préciser la perspective de mise en œuvre d’aménagements pédagogiques fon- dés sur des données probantes pour ces élèves à HP. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Identifying the target audience for special education in Brazil has proven challenging due to the underreporting of cases. In response to this, the proposal was made to use a large-scale educational test database containing the results from 100,181 students to screen for indicators of intellectual disability (ID) and giftedness (AH/SD). Based on the performance of students in Mathematics and Portuguese, 2,149 students were identified with academic AH/SD and 2,287 students as having academic ID. School belonging was significantly higher in the first group, whereas violence and bullying were significantly more prevalent in the second group. In both groups, school grade, study period, and socioeconomic status influenced school performance. The findings of the study can be used to develop preventive measures aimed at enhancing students’ sense of belonging, inclusion, and engagement at school. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA identificação do público-alvo da educação especial tem-se mostrado um desafio no Brasil, dada a subnotificação dos casos. Diante disso, propôs-se a utilização dos resultados de um banco de dados contendo o desempenho de 100.181 estudantes em uma prova educacional aplicada em larga escala, a fim de que uma triagem dos alunos com indicadores de deficiência intelectual (DI) e altas habilidades/superdotação (AH/SD) fosse realizada. A partir do desempenho em matemática e português, alunos com AH/SD acadêmica ( n = 2.149) e estudantes com DI ( n = 2.287) foram identificados. O primeiro grupo apresentou médias significativamente maiores em pertencimento escolar e, o segundo, em medida de violência e bullying. Série escolar, período em que estuda e nível socioeconômico influenciam o desempenho escolar de ambos os grupos. Os resultados podem guiar a elaboração de medidas preventivas que objetivem o aumento da vivência de sentimentos de inclusão, pertencimento e engajamento escolar. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIdentificar el público objetivo de la educación especial ha demostrado ser un desafío en Brasil, dado el subregistro de casos. Ante esto, se propuso utilizar los resultados de una base de datos que contiene el desempeño de 100.181 estudiantes en una prueba educativa aplicada a gran escala, de modo que se pueda realizar un cribado de estudiantes con indicadores de discapacidad intelectual (DI) y altas habilidades/superdotación. (AH/SD). A partir del desempeño en matemáticas y portugués, se identificaron estudiantes con AH/SD académico ( n = 2.149) y estudiantes con DI ( n = 2.287). El primer grupo presentó medias significativamente más altas en pertenencia escolar y el segundo en medidas de violencia y acoso escolar. El grado escolar, el período de estudio y el nivel socioeconómico influyen en el desempeño escolar de ambos grupos. Los resultados pueden guiar el desarrollo de medidas preventivas que tengan como objetivo aumentar la vivencia de sentimientos de inclusión, pertenencia y compromiso escolar. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

In France, many social representations refer to gifted children who describe them as hypersensitive, curious, and creative. Although sometimes inaccurate, these representations can be conveyed in media intended for children and contribute to an erroneous transmission of characteristics of children with particularities. The objective of this study was to identify the social representations of gifted characters in French children’s literature. For this, we used a coding grid to analyze a corpus of 23 French books. The grid was designed based in the emotional and creative characteristics and their associated behaviors. Results showed that the representations of the gifted characters in the books studied were stereotypical, particularly in terms of their emotional characteristics. Applications and perspectives for future studies are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This article embarks on a sociological explanation of the genesis of talent as an embodied experience and as bodily hexis generated within a system of social and aesthetic relations which are characterised by symbolic oppositions. Using Bourdieu’s theory of artistic production, I argue that talent in theatrical dance constitutes an ideal type materialised through the construction of the dancing body as a site of excellence, only possible through access to specific forms of capital. Drawing on historical and contemporary empirical material to conceptualise talent in dance, the article critiques the notion of talent as an innate gift, contending that virtuoso physical performance is a product of history and practice and acquires meaning within such conditions of engagement. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Two working memory (WM) measures were contrasted, to clarify the nature of advantages in gifted children’s cognitive processing. It was predicted that cognitively gifted children would excel in WM tasks taxing mental attention (i.e., n-back) but not tasks supported by perceptual attention (i.e., self-ordered pointing, SOPT). Ninety-one children aged 9–10 and 13–14 years, in a gifted or mainstream classroom, received n-back and SOPT, plus measures of mental-attentional ( M-) capacity, inhibition, and shifting. Older children generally scored higher than younger children. As predicted, gifted children outperformed mainstream peers on all tasks, except for SOPT. Results demonstrate the need to distinguish between mental and perceptual attention in measurement of WM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Creativity is the ability to re-experience mental representations and is the basis of intuitive thinking when constructing images prior to the elaboration of an action plan. Creativity is thought to be related to orbitofrontal functions that govern decision making, such as inhibitory control, risk–benefit evaluation and acceptance of limits and rules, given that these processes prepare one against possible scenarios. Objective: In this study, the relationship between creativity and decision making is investigated to understand the needs of gifted students. Method: A cross-sectional descriptive study was carried out with gifted students (IQ mean = 133) aged 8–10 years old ( n = 25). Instruments: Creative Imagination Test (PIC) and subtests of the Neuropsychological Battery of Executive Functions and Frontal Lobes (BANFE-2) were employed. Analysis: A Spearman correlation analysis was conducted between the normalized BANFE-2 scores and the percentiles of PIC. Results: Moderate correlations were found between creative/narrative flexibility and decision making/risk percentage (r = 0.432, p ≤ 0.05) and decision making/response-effectiveness (r = 0.426, p ≤ 0.05), as well as between graphic creativity/shadow and color with decision making/response-effectiveness (r = 0.452 , p ≤ 0.05) and inhibition (r = 0.673, p ≤ 0.01); moderate negative correlations were found between inhibition and graphic creativity/title (r = −0.570, p ≤ 0.05) and general graphic creativity (r = −0.489, p ≤ 0.05). Conclusions: Creativity in students with intellectual giftedness is favored by a relationship with orbitofrontal functions. Analysis of risk situations and effective decision making increase narrative creation and diminished inhibition allows for greater creative graphic production. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)