Person:
Pons Parra, Rosa María

Profile Picture
Name
Pons Parra, Rosa María
publication.page.department
Universidad de Murcia. Departamento de Psicología Evolutiva y de laEducación
Repository logoRepository logoRepository logoRepository logo

Filters

20252
2
2
Reset filters

Settings

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Restricted
    Inteligencia emocional en la alta capacidad intelectual
    (Síntesis, 2025-07-16) Ferrándiz García, Carmen; Ferrando Prieto, Mercedes; Pons Parra, Rosa María; Infantes Paniagua, Álvaro; Psicología Evolutiva y de la Educación; Facultad de Psicología; Facultad de Educación
    ¿Qué significa ser una persona con altas capacidades intelectuales (ACI), en términos emocionales y sociales? ¿Cómo influye la inteligencia emocional en el desarrollo personal y el bienestar psicológico de estas personas? ¿Qué papel desempeñan las relaciones familiares, la interacción con iguales y el entorno escolar en su desarrollo integral? En un mundo en el que el talento se asocia con logros académicos y profesionales, este libro ofrece una mirada profunda a la relación entre altas capacidades e inteligencia emocional. Desafía los mitos y prejuicios que rodean a las personas con alta capacidad, y explora su desarrollo socioemocional desde una perspectiva integral y basada en evidencias, analizando distintos contextos de desarrollo. Desde la formación del autoconcepto, la identidad y la personalidad hasta la inteligencia emocional, el bienestar psicológico y el ajuste social, así como el papel de la familia y las relaciones de amistad, este libro ofrece una guía imprescindible para que los padres, educadores y profesionales puedan acercarse a las complejidades socioafectivas de las personas con ACI, mientras se refutan ideas erróneas y se abren puertas hacia un entendimiento más profundo.
  • Thumbnail Image
    Publication
    Open Access
    Pre-service teachers' perceptions of physical, socioemotional and cognitive traits in gifted students: unveiling bias?
    (Frontiers Media , 2025-01-07) Ferrándiz García, Carmen; Ferrando Prieto, Mercedes; Fernández Vidal, María Carmen; Pons Parra, Rosa María; Infantes Paniagua, Álvaro; Psicología Evolutiva y de la Educación; Facultades de la UMU::Facultad de Educación
    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.
Ir a Estadísticas