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This research investigates the beliefs that 14 members of the leadership team of four schools report about the strengths and obstacles present in these schools for addressing High Ability students. The qualitative content analysis of semi-structured interviews reveals two broad themes, beliefs and valuations and actions and practices. The results indicate openness about the subject, a restricted understanding of High Ability and administrative and technical obstacles to address High Ability students in the context of educational inclusion. A concerted and systematic effort that involves the entire school community is required in order to provide real opportunities for recognition and development for this group of students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Gifted students (i.e., those who are more likely to achieve extraordinary goals in one or more domains) generally differ from the non-gifted students in some of the dimensions of self-concept (i.e., a person's perception of him/herself). However, the current research on giftedness has evolved to introduce new possible moderators of these differences so it has become necessary to carry out an update on the topic. The aim of the present meta-analysis (reference: CRD42018094723) was to synthesise the studies since 2005 on differences in self-concept between gifted and non-gifted students. The results showed that gifted students have higher levels of general and academic self-concept, especially in math self-concept. However, no differences were found in behavioural and emotional self-concepts, and only slightly lower scores in social self-concept. In physical self-concept they scored significantly lower than non-gifted students. The differences in this sub-dimension are moderated by identification procedures, geographical area, and age, so it is suggested that social stereotypes about giftedness as well as physical activity habits may be some of the reasons for these differences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Curriculum integration from a STEAM transdisciplinary perspective represents a profound challenge. This study delves into a transdisciplinary approach to primary education and the role of the arts through two STEAM projects in a programme for gifted students in Madrid (Spain). Participants include 111 students from eight groups (11–12 years old), five teachers and four external professionals. The teachers fulfill the dual role of both teacher and researcher, using participant and non-participant observation, video recordings, interviews and classroom journals and questionnaires. All the findings have been triangulated and coded by means of Activity Theory, using Atlas.ti8 software and statistical analysis. The results show the significance of learning and the creation of meaningful experiences as being related to a high degree of motivation and satisfaction, and to the integration of diverse areas in a participatory process in which the arts play a disciplinary and integrating role. A transdisciplinary STEAM approach is presented that could be paradigmatic for the field of primary education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Gifted children seem to benefit more from experience than their non-gifted peers by developing increasingly efficient behaviors in more complex environments. Most of the models that attempt to explain this greater adaptability focus on the study of the higher cognitive functions and the cortical regions that support them. However, during the early stages of development these areas are still functionally and structurally immature. The objective of this review is to summarize the subcortical and cortical neurobiological mechanisms underlying the interaction with the environment, which motivate the practice and automation of higher cognitive processes in gifted children from the early stages of postnatal development. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

The design of educative programs created to develop the middle school students´ skills is a recurrent subject in educative literature. The aim of this article is to find evidences that support an enrichment program oriented to improve motivation and engagement in gifted students. The sample of sixty students (10-12 years old) was taken from a Peruvian middle school. The instrument used in this study were the School Attitude Assessment Survey-Revised (SAAS-R) (Siegle y McCoach, 2005) to measure motivation and a rubric revised by experts to measure engagement. Finally, the results are discussed and some improvements proposal are given. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The construct of "social intelligence" has aroused reiterated debates throughout the history of Psychology. One way to contribute to this debate is through the study of social reasoning in people with high cognitive abilities. The scores of 50 Spanish-speaking children and adolescents with high cognitive abilities in two measures of social reasoning were compared to age- and sex-matched peers of normotypical cognitive ability. The results indicate that high-ability children and adolescents present a significatively superior performance compared to their peers in tasks related with social intelligence, especially in reasoning processes which involve understanding and defining the social problem, planning social strategies and anticipating social consequences. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The results of an empirical research are submitted in order to know the general health and the main physical symptoms of Spanish gifted children. The sample was composed of 166 subjects: 94 with high abilities (IQ 135-170) and 72 of average intelligence (average IQ = 100), of both sexes and with ages between 7 and 17 years old. Through eleven questions asked to their parents, information regarding their medical history, hospital admissions, main illnesses, the most frequent physical symptoms and other aspects concerning their health were gathered. Statistical analysis showed no significant differences between the gifted and the control subjects neither in the number of hospital admissions nor in the number of times they have fallen ill. However, the nervous symptoms were significantly higher among the gifted subjects, as well as irritability and dissatisfaction. On the other hand, their mood was better (happier and more vital) than the one of the control subjects. These differences were not shown by sex, but they were when the highest intellectual subjects (IQ >150) were selected. As a whole, the most frequent physical symptoms in gifted subjects were headaches, and also, but least important, stomachaches and muscle-aches. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this article we introduce a new assessment instrument ( EDAC: High Abilities Detection Scale) developed to detect subjects with high abilities traits. The scale must be completed by teachers, who therefore become the first source to identify these scholars. In the attempt to avoid biases widespread between teachers as a consequence of the stereotypes and early misconceptions associated to giftedness, items of the EDAC ask not only about intellectual or academic skills, but also about leadership, self-motivation and divergent think skills, which are also characteristic of this population. With a representative sample of 747 subjects, aged between 8 to 12, the EDAC has shown good psychometric properties (reliability and validity), and will probably become a useful instrument for scholar orientation departments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study analyzes the family context of high capacity children in a sample of 530 10-year-old school children. 45 gifted subjects were identified alongside 64 with creative talent, 6 who were both gifted and possessed creative talent and 15 high capacity subjects. Maternal cultural level, type of school attended and assertive parenting style were identified as variables associated with the family contexts of gifted children. Maternal cultural level, linked to the mother not working outside the home, was found to be associated with the family contexts of children with creative talent, as well as to those of children who were both gifted and highly creative. Social inadaptation was associated with high capacity children. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This article reports on career counseling intervention for a purposefully selected, gifted 17-year-old young woman. An intrinsic, single-case study approach was implemented. Data were gathered using an integrative qualitative and quantitative approach. After the intervention, the participant displayed an enhanced sense of self-identity and career-identity. Career construction counseling can be used to assist gifted learners in identifying key life themes that can help them find meaning and a sense of purpose in their career choices. Determining the longer-term effect of this kind of intervention and examining its effectiveness with diverse gifted learners (individually or in group-based settings) is essential. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Background: Currently, there are more cases of giftedness although it is a relatively recent term that still needs much research, as it has received different conceptions, making it difficult to reach a consensus. This work addresses the concept of giftedness from the perspective of the closest environment, specifically parents and teachers of the students. Method: Following the PRISMA methodology, a systematic review was performed, based on Web of Science and Scopus databases from 2012 to 2022. A total of 9 scientific papers were selected for analysis. Results: Both the attitudes of the teachers and those of the parents of gifted students are generally positive towards this group. However, it is a little studied subject, more research and more training on giftedness is needed in order to effectively detect and intervene with these students. Conclusions: In general, parents and teachers have a positive conception of giftedness, even though there are still many myths and stereotypes related to this group. It is necessary to investigate and train more on this subject, as knowledge has been shown to refute false myths. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This work aims to present an adaptation of the Scale of Representations on High Intellectual Capabilities—ERACI, for students of Portuguese higher education. Responded to the Spanish version version of the instrument comprising 34 items, 456 higher education students. They attended the degrees of 8 courses at the universities of Porto, Minho and Madeira and the Escola Superior de Musica de Braga. After reading and analyzing the items, their combination with the theoretical framework, combining the eigenvalues and the graphical representation of the factors (scree plot graph), the best structure found was 5 factors. We suggest the application of the scale, in a larger and more representative sample, in order to deepen knowledge for its better use in the evaluation of high intellectual capacities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The traditional gifted children assessment model has several insufficiencies. It is based on IQ data as a main definition of giftedness. However this paper proposes other perspective from the processing information theory. We studied other cognitive variables that could be used for gifted children’s assessment. A syllabic segmentation skills test was designed after the working memory’s Baddeley and automatic and controlled processes models by Shneider y Shiffrin. The syllabic segmentation skills test allows learning more about the routine information processing, and it is able to prove its predictive capacity identifying gifted students. A total of 480 primary school children from 6 to 9 years old participated in this study. After IQ were assessed with the Wechsler Intelligence Scale for Children (WISC), students were distributed in two different groups (gifted and non gifted). All participants were also assessed by the syllabic segmentation skills test. Different measurements for syllabic segmentation skills test’s standardization were collected. Results shown that gifted children had significant higher scores on syllabic segmentation than non gifted. This suggests that children with a IQ over 130 were able to make routine information processing faster than lower performers, and the syllabic segmentation skills test was able to discriminate gifted and non gifted students. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Children who are gifted have above-average intelligence, an unusual ability, or both. Little attention has been focused on qualitative assessments of their intelligence. The present study analysed the relations between IQ and operational approaches to the assessment of gifted children. 13 gifted and 13 non gifted elementary school children with ages ranging from 6.7 to 9.4 years, from Campo de Gibraltar-Spain School District, were evaluated with Piaget's Operational Assessment Task, the Figure Intersection Test, and the Wechsler Intelligence Scale for Children. Results found relationships between IQ measures and Piaget's developmental model; significant relationships were found between mental-attention capacity and Piaget's stages. Also discussed is the value of the Figure Intersection Test as an instrument for identifying giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The relevance of the assessment of giftedness can be understood within a proposal that seeks to highlight the strengths, aptitudes and talents of individuals, aiming for the prevention of social and emotional problems resulting from lack of identification. Accordingly, its proximity to the ideas of Positive Psychology can be affirmed. Considering the lack of specific instruments for evaluating this phenomenon, the development of a screening scale of indicators of giftedness was initiated. Among the studies to investigate its psychometric qualities, the present study presents the results of the confirmatory factorial analysis. The data from 216 evaluations, performed by teachers of students of grades 2 to 9 of elementary education, were analyzed. Adequate fit indices were found, confirming a multidimensional theoretical model, composed of five domains in which giftedness can be manifested: general intellectual ability, specific academic abilities, leadership, creativity and artistic talent. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing creativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention ( N = 38) involved a 12-week PBL unit focused on designing a video game using block-based programming through Scratch. The second intervention ( N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based robot. Both interventions used strategies for creative-thinking development. The sample included high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants’ creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: Teachers’ attitudes towards special educational needs are key in the teaching-learning process. It has been shown that positive attitudes favor students’ comprehensive development, as well as their academic performance. Objective: To analyze attitudes towards the Special Educational Needs for Support (SENS) of students in a sample of Spanish teachers, their relationship with educational engagement, and specific attitudes towards particular educational needs, such as Attention Deficit Hyperactivity Disorder (ADHD), Autistic Spectrum Disorder (ASD), Disability, and High Intellectual Abilities. Method: 205 teachers from different educational stages completed an online questionnaire. Descriptive analyses were performed, and non-parametric tests (Mann-Whitney U-test and Spearman correlation) were used. Results: It is confirmed that teachers have positive attitudes towards SENS, which is of interest, as the educational system currently pursues inclusive education. Conclusions: The results show the importance of material, personal, and pedagogical resources, as well as an improvement in teacher training at all educational stages. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Teachers’ implication is a key aspect for detection, assessment and intervention in gifted children. Because of this reason, the present study analyses the knowledge, perceptions and attitudes towards gifted students among a group of teachers ( N = 158) and trainee teachers at the University of Oviedo ( N = 88), Spain. For this purpose, an ad-hoc questionnaire was designed, also including sociodemographic variables and teaching experience. In this line, results from this study show that preservice teachers have more positive attitudes towards gifted students than in-service teachers. Likewise, there were not statistically significant differences between in-service teachers who received training on this condition or not. However, the time they worked with these students and their teaching experience, were predictors of positive attitudes towards gifted students. Thus, the prime objective of this study was achieved, as teaching experience and training had an impact on knowledge, perceptions and attitudes towards giftedness, although teacher’s training seems insufficient; consequently, many myths and stereotypes are still part of school life today. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Several studies have concluded that children and adolescents with high intellectual capacities (HICC) perform better in a multitude of cognitive tasks when compared to typically developing children. Therefore, studying task switching and creativity is important to better understand this student body and its characteristics. For this purpose, a sample of children and adolescents with high abilities and a community sample was selected, using the Five-Digit Test and CREA (creative intelligence) as instruments. Differences were found in creativity among students with high abilities and from the community sample, and a greater capacity for alternation among adolescents than in the group of boys and girls. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Studied the utility of a peer nomination technique for the identification of gifted students. Human Ss: 150 normal male and female Spanish school-aged children (aged 7–12 yrs) (elementary school students). Ss were asked to write down the names of 3–5 students whom they considered either their best friends or with high ability. The results were evaluated according to number of nominations in group status and high ability categories and IQ. Test used: Wechsler Intelligence Scale for Children (WISC). Statistical tests were used. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)