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Background: Development of a creative personality is considered among the priority tasks for the modern education system of the Russian Federation. The article presents a critique of the education system imposed on Russia, which can be represented in the image of “up the stairs leading down”. The author emphasizes the relevance of providing the rationale for the essential factors in the educational process in order to ensure the development of students’ creative abilities, which should not be reduced only to the development of their intelligence. Objective: Identification and justification of the dominant factors in the educational process aimed at developing the students’ creative abilities. Study Participants: Children (from older preschoolers to school graduates), university students, and specialists of various occupations took part in the long-term research. The studies were carried out in Moscow and the Moscow region, as well as in other regions of the Russian Federation and abroad. Method: The author’s method “Creative Field” was implemented in a number of relevant techniques taking into account the age characteristics of the subjects. The techniques are based on different materials, which made it possible to conduct cross-sectional experimental studies on a large sample of subjects of different ages and professions, as well as a number of longitudinal studies lasting from 10 to 54 years. Results: The analysis of experimental studies shows that creativity as the ability to develop activity on one’s own initiative is possible only if there is a unity of the level of intelligence development corresponding to the task and the dominance of cognitive motivation in the personality structure. The integration of these factors determines the mechanism of creativity. The author has substantiated the dominant factors of the educational process aimed at developing the students’ creative abilities. Conclusions: The development of intelligence increases the possibility of mastering complex activities, and the dominance of cognitive needs gives rise to the ability to be creative. The decisive role in the development of a student as a creative personality is the teacher’s position as of researcher and the value of knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

and progress of societies. In recent years, there has been a need for education systems that provide the environment and conditions in which gifted children can express themselves easily, that can help them overcome the problems and incompatibilities they are exposed to in their formal education, and that can reveal and develop their superior talents and capacities in creativity under the guidance of teachers specialised in the education of gifted children. BİLSEMs are the most systematic among the educational activities carried out in this field in Turkey. In this study, the purpose, organization, process and climate dimensions of the organizational effectiveness of Science and Art Centers that provide education to gifted children in Turkey; It is aimed to examine and evaluate according to the opinions of administrators, teachers, parents and students. In other words, it was aimed to determine the effectiveness level of Tunceli Hacı Bektaş Veli Science and Art Center (BİLSEM) according to the perceptions of administrators, teachers, parents and students. This research is a descriptive study conducted in the scanning model. The universe of the research consists of the administrator teacher (n:9) working in BİLSEM in Tunceli, the teacher-student (n:40) continuing education in BİLSEM and the parents of these students (n:29) in the first semester of the 2022-2023 academic year. consists of. In addition to the demographic information form, the BİLSEM Organizational Effectiveness Manager-Teacher Scale (57 items) was applied to the administrators, the BİLSEM Organizational Effectiveness Student Scale (38 items) to the students, and the BİLSEM Organizational Effectiveness Parent Scale (31 items) to the parents, in addition to the demographic information form. In order to carry out the research, ethics committee approval was obtained from the Munzur University Ethics Committee before starting the research. Participants included in the study were included in the study on a voluntary basis. As a result of the study, it was observed that there was a significant negative correlation between the average scores of the "BİLSEM Organizational Effectiveness Manager-Teacher Scale" and the average scores of the "BİLSEM Organizational Effectiveness Student Scale" and "BİLSEM Organizational Effectiveness Manager-Teacher Scale" (p < 0.05). It was observed that there was a negative, strong and significant relationship between the average scores of the “BİLSEM Organizational Effectiveness Student Scale” and the average scores of the “BİLSEM Organizational Effectiveness Parent Scale” scales (p < 0.05). According to BİLSEM administrators and teachers, BİLSEMs are effective institutions in terms of purpose (X=3.81) and climate (X=4.50). It was observed that the least effective dimension was the process dimension (X = 3.61). According to BİLSEM parents, BİLSEMs climate, purpose and process sub-dimensions are highly effective. The less influential dimension is the organizational dimension. According to this research, Tunceli Haci Bektas Veli Bilsem is an effective school, according to perceptions of teacher-administrator, parents and student. What needs to be done is a strong cooperation between relevant institutions and organizations and parents for higher-level effective BILSEM. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: The study of personal characteristics and cognitive needs of the intellectually gifted students with underachievement in school is relevant for the scientific substantiation of the personal and professional development programs and training for the teachers to interact with such pupils. Objective: Theoretical and methodological analysis of new scientific data on the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as the psychological and pedagogical basis for developing teacher training for interaction with such students; empirical study of motivational and personal characteristics of intellectually gifted schoolchildren with different academic achievement. Study Participants: The empirical study involved 460 intellectually gifted students in grades 5–10 in Moscow schools, 74–80 people in each cohort. Methods: Theoretical and analytical review of new scientific publications on the peculiarities of the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as well as their psychological and pedagogical support by teachers. The empirical study implemented the diagnostics complex including tests of cognitive abilities, questionnaires of achievement motivation, academic and general self-esteem (adapted by the author: Scheblanova, 2006), parametric statistical methods for the data processing. Results: The analysis of the school teachers’ ideas about self-efficacy in teaching gifted students demonstrated their insufficient professional readiness to work with such pupils. Recent scientific publications review highlighted the important aspects of the modern understanding on differentiated approach to the identification and education of intellectually gifted children taking into consideration the new data on the variability of giftedness manifestations and trajectories of its development in the programs for the personal and professional development of teachers. Conclusions: The study provides theoretically and empirically substantiated basis for developing teacher professional and personal training for effective interaction with intellectually gifted students, and namely,—understanding the peculiarities of not only cognitive, but also motivational and personal development of students with high abilities and varying academic achievement as well as the need of psychological and pedagogical support for intellectually gifted underachievers. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Objectives: The number of identified gifted children in Slovakia is small and Slovak psychologists need more modern and specialized assessment tools. Test for Identifying Gifted Children in Mathematics in Grades 3–5 (TIM3–5) is standardized in Czechia and has excellent psychometric properties with two parallel and fully equated forms. The study aims to adapt the test in the Slovak language and support its practical use. The authors ran a small pilot study using form A only and compared it to the Czech standardization sample. Sample and settings: The Slovak sample consisted of 169 pupils from four elementary schools and was supplemented by the Czech standardization sample (404 children in form A). The Slovak data were collected in February 2022; informed consent from the parents/legal guardians was obtained before data collection with approx. 40 % drop-out. The original authors of the test provided the Czech data collected in 2015. Hypotheses and analysis: The authors compared descriptives of Slovak and Czech pupils, assessed essential psychometric parameters (reliability and factor validity), and mainly performed measurement invariance and Differential Item Functioning analyses. Results: The psychometric parameters of the Slovak test form were excellent, fully comparable, or even better than the original Czech version. The mean of IRT reliability across grades was .76. However, the test differentiates mainly in above-average children. The confirmatory IRT analyses suggested clear unidimensionality and scalar invariance across the Czech and Slovak samples. However, Slovaks outperformed Czech pupils. The difference was highest in the third grade with 9.6 and 95%CI = [6.7–12.1] points at the T-score scale and lowest in the fifth grade, 3.6 with 95% CI = [0.9–6.3] points. The authors recommend the test for practical use using Czech norms. However, a user should be aware of possible differences in average performance, considering that the Czech norms could be too mild for Slovak children. Limits: Such a massive difference between Czech and Slovak populations is not plausible. The authors provided several explanations based mainly on the sampling procedure and systematic missingness in the Slovak sample, correlated to math ability. The most realistic explanation of the difference is a systematic sampling error in one or both samples. Therefore, the results are of importance for Czech users as well since it might be the case that the norms are too mild also for the Czech pupils. The authors advise Czech test users to interpret the test results with caution (and rather conservatively) until a new norming study is performed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: There are very few modern studies on the psychology of the actor and they are mainly based on the study of individual personality traits of actors. The current article discusses L.S. Vygotsky’s approach to the psychology of the actor and presents the results of a comprehensive study of the personal characteristics of student actors. Peculiarities of professional activity and the modern socio-cultural situation was taken into account in the interpretation. Objectives: The research is a complex analysis of personal characteristics of actors during the early stage of mastering their professional activity. Study Participants: The study involved second and third year students of the acting faculty of the Institute of Contemporary Art (Moscow); a total of 76 people (39 girls, 37 boys), with an average age of 20.2 years Methods: R.B. Cattell 16 PF personality questionnaire, Eysenck EPI personality questionnaire adapted by A.G. Shmelev, short Big Five portrait questionnaire “B5- 10” (authors M.S. Egorova and O.V. Parshikova), short Dark Triad questionnaire (adapted by M.S. Egorova, M.A. Sitnikova, O.V. Parshikova), A.A. Megrabyan empathy questionnaire, and the integral indicator “expert assessment of abilities” were used in the study. Results: As a result of a factor analysis of the respondents’ indicators for all the methods used, the following 10 factors describing 69.9% of the total cumulative dispersion were identified: F1 “emotional excitability, plasticity”, F2 “sensitivity to moral constraints”, F3 “empathy”, F4 “openness to experience, trying oneself out”, F5 “publicity”, F6 “frankness, sincerity”, F7 “emotional joining the group”, F8 “insightfulness”, F9 “individualism”, F10 “free-thinking”. The identified factors are interpreted as specific personal formations involved in the realisation of acting. Conclusions: The personal characteristics discovered in the study are considered from the point of view of the content and organisation of the actors’ training process. They can act as an alternative to the traditional approach aimed at the development of actors’ individual mental functions. Consideration of specific psychological vectors of personal development of student-actors as a basis for the proposed in training etudes and exercises shifts the focus of training on the image of character as a semantic unit of psychotechnical training. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Semantic Scholar extracted view of "Desigualdad de género y altas capacidades/superdotación" by Peter R. Neumann et al.

Numerosas investigaciones han puesto de manifiesto que el alumnado con alta capacidad intelectual goza de mayor autoestima que el alumnado de la muestra comunitaria y, además, hace uso de estrategias de afrontamiento adaptativas. Este estudio tiene la finalidad de comprobar si existe relación entre las variables autoestima y afrontamiento y ver si existen diferencias significativas en las puntuaciones que obtiene el alumnado en función de su capacidad intelectual. Para ello, se analizó una muestra de 162 participantes de género masculino y femenino de primero a tercero de la ESO dividida en dos grupos: alta capacidad y muestra comunitaria. Para la diferenciación de los grupos de estudio se hizo uso del test de matrices-TAI y para la evaluación de la autoestima y el afrontamiento se emplearon la Escala de autoestima de Rosenberg y la Escala de afrontamiento adolescente (ACS) respectivamente. Mediante el uso del software Jamovi en su versión 1.6.23 se realizó un análisis de regresión múltiple con el objetivo de comprobar si existe una relación significativa entre autoestima y afrontamiento, una t de Student para ver si existen diferencias en las puntuaciones de autoestima del alumnado de alta capacidad y de muestra comunitaria y, por último, se realizó un MANOVA para determinar si existen diferencias en las puntuaciones de afrontamiento entre los grupos de estudio. Los resultados arrojaron una relación significativa únicamente entre las variables autoestima y afrontamiento. No se encontraron diferencias significativas entre las puntuaciones obtenidas en autoestima y afrontamiento del alumnado con alta capacidad y de la muestra comunitaria.

A diferencia de carreras tradicionales, las personas talentosas en ciencia, tecnología, ingeniería, arte y matemáticas (STEAM, por sus siglas en inglés) enfrentan gran ambigüedad para trazar su camino al éxito. La globalización y recientes crisis sanitarias acentuaron esta dificultad histórica, destacando la insuficiencia de la orientación vocacional convencional para diseñar proyectos de vida y carrera a largo plazo en estos campos. El presente estudio preexperimental, de diseño mixto exploratorio-descriptivo1, evalúa la implementación de una metodología de orientación vocacional diseñada específicamente para medir y guiar los intereses, personalidad, valores y creatividad de 50 estudiantes paraguayos talentosos en matemáticas, 52,8 % varones y 47,2 % mujeres, con una edad media de 16 años. Los resultados indican un impacto positivo en su bienestar y en la definición de sus objetivos de vida.

In Mexico, education has evolved to be more inclusive in relation to students with high abilities, who require special attention.  Parents, psychologists and teachers have become involved in the early diagnosis of these students.  This article's objective is to approach the relevance of identifying students with high abilities as a strategy to strengthen a country's human capital. The importance of educational policies that provide specific attention to these students is highlighted. The characteristics associated with high abilities are explored, including their personal abilities, creativity and interests, and the research carried out on this topic in the country.  Furthermore, the benefits of early identification and possible solutions to overcome the challenges associated with this process are examined, as well as the motivations for investing in the education of this population to achieve an improvement in human capital.  In conclusion, it emerges that, although there are efforts to identify high-ability students, there are neither policies nor systematic procedures for their early identification. The implications for educational quality are discussed as a consequence of the results , En México la educación ha evolucionado a ser más inclusiva con relación a los alumnos con altas capacidades, quienes requieren especial atención. Padres de familia, psicólogos y docentes se han involucrado en el diagnóstico oportuno de estos alumnos. El objetivo de este artículo es abordar la relevancia de identificar alumnos con altas capacidades como una estrategia para fortalecer el capital humano de un país. Se destaca la importancia de políticas educativas que contemplen la atención específica a estos alumnos. Se exploran las características asociadas a las altas capacidades, incluyendo sus habilidades personales, creatividad e intereses, y las investigaciones realizadas sobre este tema en el país. Además, se examinan los beneficios de una identificación temprana y las posibles soluciones para superar los desafíos asociados con este proceso, así como las razones por las cuales se debe invertir en la educación de esta población para lograr una mejora en el capital humano. En conclusión, se deriva que, aunque existen esfuerzos para identificar alumnos con alta capacidad, no existen ni políticas, ni procedimientos sistemáticos para su identificación oportuna. Las implicaciones para la calidad educativa se discuten a raíz de los resultados

Objetivo: Desarrollar la adaptación curricular de los resultados de aprendizaje pertenecientes a espacios académicos de ingeniería, para un niño que muestra altas capacidades intelectuales. Metodología: El estudio de caso corresponde a una investigación de categoría mixta donde se desarrolla la adaptación curricular en el entorno de ingeniería a un niño con índices de altas capacidades intelectuales. Se desarrolla por medio de diferentes etapas: diagnóstico, adaptación curricular y evaluación, teniendo como marco de referencia las inteligencias múltiples a través de una ruta de aprendizaje basada en proyectos. Resultados: Los resultados obtenidos muestran en el diagnóstico que el sujeto de estudio presenta un alto grado de interés en ingeniería aplicada, así como conocimientos y un grado de interés en fundamentación. La ruta de aprendizaje permitió al estudiante a través de la evaluación presentar un cumplimiento cercano al 95 % de los objetivos de aprendizaje, por medio de aprendizaje basado en proyectos. Conclusiones: La adaptación curricular pertenece a una estrategia del enriquecimiento curricular, la cual permite a las instituciones educativas adaptar sus objetivos en torno a las necesidades de los alumnos, especialmente de aquellos con altas capacidades intelectuales. Adicionalmente, dicha adaptación se aplica de manera transversal a la ingeniería con el propósito de fortalecer las rutas de aprendizaje y las evaluadoras. , Objective: Develop curricular adaptation of learning outcomes pertaining to engineering academic spaces for a child with high intellectual abilities. Methodology: The case study corresponds to a mixed category research where the curricular adaptation is developed in the engineering environment to a child with high intellectual abilities indexes, the research is developed through different stages such as: diagnosis, curricular adaptation and evaluation, having as a frame of reference the multiple intelligences through a learning path based on projects. Results: The results obtained show in the diagnosis that the subject of study presents a high degree of interest in applied engineering as well as knowledge and a low degree of interest and knowledge in fundamentals. The development of the learning path allowed the student, through the evaluation path, to present a compliance close to 95% of the learning objectives, by means of project-based learning. Conclusions: The curricular adaptation belongs to a strategy of curricular enrichment, which allows educational institutions to adapt their objectives to the needs of students, especially students with high intellectual abilities. In addition, curricular adaptation is applied transversally to engineering, strengthening the learning and evaluation routes.

Um estudante apresenta altas capacidades quando maneja e relaciona de maneira simultânea e eficaz múltiplos recursos cognitivos, dos tipos: lógico numérico, espacial, memória, verbal e criativo, se sobressaindo excepcionalmente em um desses recursos ou em vários deles. O objetivo deste artigo é identificar e atender as altas capacidades em crianças e adolescentes de instituições de acolhimento residenciais, em Tenerife, Espanha. A investigação foi definida de natureza exploratória e de caráter descritivo. O estudo foi desenvolvido em 15 instituições de acolhimento residencial, em Tenerife e em uma instituição de ensino superior. Os participantes foram 22 educadores dessas instituições. Foi utilizada a Escala de Apreciación para educadores/as. Os resultados demonstraram que haviam 156 acolhidos nas instituições, sendo predominantemente adolescentes, entre 15 e 17 anos. Em relação ao gênero ocorreu uma pequena predominância de meninos e seis foram indicados com altas capacidades. Os acolhidos foram sinalizados nos domínios de: inteligência geral, criatividade, socioafetivo e verbal. O atendimento foi oferecido aos identificados e mais três indicados, a priori, pelos profissionais das instituições. Os nove acolhidos foram encaminhados ao Programa de atendimento Descubriendónos, na universidade participante. Assim, evidencia-se a importância em identificar e atender altas capacidades em instituições de acolhimento.

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.

Este estudio busca analizar el marco normativo existente en Paraguay para la atención a estudiantes con altas capacidades intelectuales, con el fin de identificar desafíos y oportunidades. Se empleó un enfoque cualitativo y transversal, utilizando una metodología descriptiva y exploratoria para el análisis bibliográfico de la legislación relevante. El análisis reveló un marco legal general y específico, centrado en la Ley 5136/13 y la Resolución 1188/23, que aborda la atención de niños y adolescentes con altas capacidades. Se destaca la importancia de desarrollar políticas que mejoren el acceso de estos estudiantes, especialmente aquellos con recursos limitados, a programas de calidad. Se sugiere la promoción de la excelencia educativa, tanto dentro como fuera de Paraguay, anticipando y respondiendo a los desafíos específicos que enfrenta este grupo. La investigación subraya la necesidad de políticas inclusivas y efectivas para apoyar el desarrollo integral de estudiantes con altas capacidades en diferentes etapas educativas.

Los mitos respecto al estudiantado con altas capacidades suelen ser uno de los aspectos que limitan su detección y atención, por parte del profesorado. En este estudio se analizó cómo se presentan estas creencias, en una población de 16 padres de niños con altas capacidades, 35 profesores y 17 directores de los centros escolares de Cuenca-Ecuador, a los que asisten estos niños. Utilizamos el cuestionario “mitos de las altas capacidades”, que se ha aplicado en estudios previos. El tamaño de la muestra incidencial fue reducido, porque nos interesaba la percepción de agentes educativos que estén relacionados con esta condición. Pudimos encontrar que los mitos son más prevalentes en la población de directores y profesores, pero, además, los estereotipos que presentaron diferencias significativas se refieren al valor del coeficiente intelectual como indicador definitorio de las altas capacidades, así como la asociación de esta condición con alto rendimiento escolar y mejores calificaciones. Si bien en los agentes educativos hay un porcentaje importante de aciertos que demostraría que estas creencias no están en la mayoría de los participantes consultados, los resultados de este estudio demuestran que es necesario que el análisis de los mitos sea un aspecto que se revise y discuta permanentemente en lasescuelas. Palabras clave: altas capacidades, mitos, padres de familia, profesores, directivos. AbstractMyths regarding gifted students are usually one of the aspects that limit their detection and attention by teachers. In this descriptive study, we analyzed how these beliefs are presented in a population of 16 parents of children with high abilities, 35 teachers, and 17 directors of the schools in Cuenca-Ecuador, which these children attend. We used the “myths of gifted” questionnaire, which has been applied in previous studies. The sample size was reduced because we were interested in the perception of educational agents related to this condition. We were able to find that myths are more prevalent in the population of directors and teachers, but, in addition, the stereotypes that presented significant differences refer to the value of IQ as a defining indicator of high abilities, as well as the association of this condition with high school performance and better grades. Although there is a significant percentage of correct answers among educational agents that would demonstrate that these beliefs are not present in the majority of the participants consulted, the results of this study demonstrate that it is necessary for the analysis of myths to be an aspect that is reviewed and discussed. permanently in schools. Keywords: gifted, myths, parents, teachers, managers.

La formación docente en altas capacidades intelectuales (ACI) o superdotación, representa un gran desafío en el ámbito educativo, ya que es esencial ofrecer una respuesta pedagógica que combine retos intelectuales con apoyo emocional, garantizando así el bienestar integral de los estudiantes con alto potencial. Para alcanzar una formación idónea del profesorado, se necesita programas de formación inicial y continua. El presente artículo pretende caracterizar los programas diseñados para preparar al profesorado en la atención a estudiantes con ACI e identificar las estrategias que permiten abordar sus necesidades cognitivas, creatividad y de adaptación emocional. Se ha utilizado los métodos: prisma, inductivo y deductivo para el análisis, extracción de los contenidos, datos de los artículos científicos y tesis.  Entre enero del 2010 a diciembre del 2023, se recuperaron 77 publicaciones de las bases bibliográficas de Scopus, Web of science, ProQuest y del motor de búsqueda Google Académico, de los cuales 30 artículos fueron seleccionados en diferentes países Europeos, Latinos,Canadá y Estados Unidos, puesto que cumplieron los criterios de inclusión. Los datos extraídos incluyeron: el objetivo del programa, competencias docentes, contenidos, estrategias de atención y resultados de la intervención. Esta revisión muestra que los programas integran  contenidos como: marco teórico de ACI, detecciones y estrategias de enriquecimiento curricular basados en el modelo teórico de alto rendimiento, cognitivo y sociocultural. Los docentes capacitados mejoran su actitud y se sienten más seguros al ejecutar proyectos, mientras los estudiantes desarrollan habilidades de investigación y fortalecen su creatividad.

Este trabajo se enfoca en la necesidad de reconocer e incluir a los estudiantes con altas capacidades intelectuales (ACI) en los procesos académicos en las aulas de clase, de acuerdo a sus capacidades y ritmo de aprendizajes, urgiendo la necesidad de visibilizar la población estudiantil con altas capacidades que asisten a clases y pasan desapercibidos. La presente investigación tiene por objetivo analizar los factores que impiden la visibilización de los estudiantes con ACI en las aulas escolares, utilizando una metodología de tipo mixto en la cual participaron nueve maestros de educación básica primaria y siete padres de familia. Los instrumentos utilizados fueron una encuesta para docentes y una entrevista semiestructurada para padres de familia. Los resultados indican que los maestros han recibido poca capacitación y apoyo sobre el tema. De igual forma se muestra la preocupación de los padres por la actitud que tienen sus hijos frente a las clases debido a que se sienten ignorados o excluidos de algunas actividades debido a su condición. Como principal resultado se muestra que un 55% de los docentes desconocen el tema de altas capacidades, lo que explica el motivo por el cual los estudiantes pasan desapercibidos en las aulas escolares.

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.