Browsing by Subject "Superdotado"

Now showing 1 - 2 of 2
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    Estudio de las características que percibe el profesorado en alumnos con alta capacidad intelectual
    (2003-01-01) Peña del Agua, Ana Mª; Martínez, Raquel-Amaya; Velázquez, Ana Esther; Barriales, Mª del Rosario; López, Lydia
    This study tries to take attention to the high number of active teachers who have received little training about the special educational needs the intellectual giftedness students have. This research aims to know the foundations teachers use to consider that a student has high intellectual abilities. A questionnaire of 55 clossed-answer items was used to gather information. The sample is composed of 188 tutors (teachers) of grades 5th and 6th who belong to state and Private Primary Schools in Asturias (Spain). Results show that teachers not always follow the most appropiate theoretical bases according to identify gifted students and to teach them accordingly.
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    Personality styles and behavioral repertoires in girls with high abilities
    (Servicio de Publicaciones. Universidad dde Murcia, 2026) García-Martín, María Belén; Calero, María Dolores; Gómez-Pérez, María Mar; Sin departamento asociado
    Several explanations have been given for underrepresentation of women within gifted population, including differences in personality traits, competencies and/or motivations, beliefs and gender stereotypes expecta tions, and gender-differentiated behaviors; which highlights the importance of including these factors in observation, evaluation and screening proto cols for children and adolescents. Therefore, this study aims to define if there are significant differences in gender-related personality styles and be havior patterns in highly talented adolescents. Participants were 159 ado lescents between 11-16 years of age, divided into two groups. (1) High abil ities group: a group of 85 adolescents (40 boys, 45 girls); (2) Typical group: a group of 74 adolescents (49 boys, 25 girls). All participants were assessed using personality, resilience, perfectionism, rule-following, perseverative thinking and experiential avoidance tests. Results revealed that gifted girls had higher scores than boys in some personality styles and behavior pat terns considered as “negative”. Specifically, girls scored significantly higher in anxiety, dominance, aggressiveness, among others and lower than boys on emotional stability, self-concept, self-confidence and cognitive control. Finally, implications for assessing and supporting gifted population are dis cussed.