Estudio de la Aplicación de Programas de Alto Rendimiento para alumnos con altas Capacidades

Martín-Lobo, Pilar; Montilla, Silvia Pradas; Asencio, Enrique Navarro

doi:10.25115/ejrep.v16i45.2101

Cited by 5 publications

(6 citation statements)

References 20 publications

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“…Gifted students need projects involving intellectual, creative, and cooperative challenges (Martin-Lobo et al, 2018). They prefer complex extracurricular subjects, authentic knowledge, real problems that require making connections between ideas, and selecting the format of the products of their learning; however, they also choose to work in teams with other students for part of the time (Kanevsky, 2011).…”

Section: Programs For Gifted Studentsmentioning

confidence: 99%

“…Most intervention programs for gifted students have focused on academic outcomes or cognitive variables (Memmert, 2006;Kuo et al, 2010;Welter et al, 2018); only a small number have focused on psychosocial aspects (Neihart, 2007). Enrichment programs can improve not only students' academic performance (Aljughaiman, 2011;Golle et al, 2018) or motivation (Gubbels et al, 2014) but also their self-concept (Feldhusen et al, 1990;Gubbels et al, 2014), same-sex and opposite-sex relationships (Rinn, 2006), and interpersonal problem solving (Martin-Lobo et al, 2018). They have been shown to be effective in both primary (e.g., Feldhusen et al, 1990;Gubbels et al, 2014;Kim, 2016;Martin-Lobo et al, 2018) and secondary schools (e.g., Rinn, 2006;Aljughaiman, 2011;Fraleigh-Lohrfink et al, 2013;Sastre-Riba, 2013;Singh, 2013).…”

Section: Programs For Gifted Studentsmentioning

confidence: 99%

“…Enrichment programs can improve not only students' academic performance (Aljughaiman, 2011;Golle et al, 2018) or motivation (Gubbels et al, 2014) but also their self-concept (Feldhusen et al, 1990;Gubbels et al, 2014), same-sex and opposite-sex relationships (Rinn, 2006), and interpersonal problem solving (Martin-Lobo et al, 2018). They have been shown to be effective in both primary (e.g., Feldhusen et al, 1990;Gubbels et al, 2014;Kim, 2016;Martin-Lobo et al, 2018) and secondary schools (e.g., Rinn, 2006;Aljughaiman, 2011;Fraleigh-Lohrfink et al, 2013;Sastre-Riba, 2013;Singh, 2013). Participants consider these programs to involve activities that enable gifted students to acquire new concepts that are not learned at school and to make friends (Sastre i Riba et al, 2015).…”

Section: Programs For Gifted Studentsmentioning

confidence: 99%

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“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

et al. 2021

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The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

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Section: Programs For Gifted Studentsmentioning

confidence: 99%

Section: Programs For Gifted Studentsmentioning

confidence: 99%

Section: Programs For Gifted Studentsmentioning

confidence: 99%

See 1 more Smart Citation

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

et al. 2021

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“…Tener una definición precisa de altas capacidades es un tanto difícil, pues hay diversos conceptos que se refieren a una misma entidad. Si bien hay muchos enfoques para definir al alumnado más capaz, se puede conceptualizar la alta capacidad como una potencialidad intelectual elevada y configurada multidimensionalmente, lo que lleva a que la persona tenga un funcionamiento cognitivo elevado (Sastre-Riba, 2008) y por ende necesita recibir una respuesta educativa específica para el desarrollo de sus potencialidades (Martín-Lobo et al, 2018).…”

Section: Introductionunclassified

La detección de altas capacidades por parte de los progenitores, ¿Es exacta su apreciación?[Is the Detection of High Capacities by Parents, is your Appreciation Accurate?]

et al. 2021

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Nomination of students with high abilities is the first step to be able to start the process, giving way later to a diagnosis of high capacities and the proposal of educational response adapted to their capacities and needs. In the present study, the criteria of the parents are compared by qualitative methodology to consider that their son or daughter has high intellectual abilities, comparing the answers given by those who believed that their children had high intelligence (IQ score equal to or less than 116). against which the intelligence score of their children is higher than an IQ of 130. The answers have been analyzed with the software ALCESTE, which analyzes the co-occurrences by proximity, using the statistic Ji square. In both groups, three classes are given, with different contents, both coinciding in the ease of solving problems or reasoning, but while in the first group they are based on aspects more related to the teaching environment (detection by teachers or boredom), those of the group with the highest IQ are based on knowledge of their higher score and previous attendance at programs for outstanding. We conclude that it is important to inform the parent population about contrasting indicators of existence of high capacities.

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“…Use of a multidimensional psycho-educational model focusing on the common characteristics of gifted students on programs implemented in academic contexts [14] indicated that the specific skills that enabled them to acquire knowledge more easily than the rest of their peers according to Renzulli's [15] consolidated three ring model included the three inter-related dimensions considered present in gifted people; higher general intelligence, high general motivation, and high levels of creativity. A combination of the three dimensions would yield optimum performance and success.…”

Section: Introductionmentioning

confidence: 99%

Influence of Smartphone Use on Emotional, Cognitive and Educational Dimensions in University Students

et al. 2020

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The use of mobile devices is one of the increasingly interactive methodologies widely promoted within the European Higher Education Area. It is, therefore, necessary to determine the potential effects of their excessive use on psychological and educational variables. The aim of the present study was to assess smartphone addiction and its relationship with emotional, cognitive, and educational dimensions in university students. Participants comprised 144 university students aged between 19 and 27 years old and studying psychology and education at the University of Granada. Various tests were administered to assess variables grouped into the following dimensions: smartphone addiction (TDM), general intelligence (Wonderlic), emotional intelligence (TMMS-24), motivation (Mape-3), creativity (CREA test), and attitudes toward competencies. An ex post facto design was employed. Direct associations were observed between addiction symptoms caused by smartphone use (withdrawal, tolerance, excessive use, and problems caused by the same) and the variables of extrinsic motivation (fear and avoidance of the task) and intrinsic motivation (motivation toward the task). The results also indicated direct relationships between the problems caused by excessive smartphone use and anxiety and extrinsic motivation toward learning. An inverse relationship was observed between smartphone addiction and the emotional intelligence dimension of clarity of feelings. The anxiety provoked by excessive smartphone use was related to the tolerance generated by such use and to cultural and artistic competencies. The data obtained thus shed light on the effect of smartphone use on emotional, cognitive, and educational dimensions in university settings.

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Estudio de la Aplicación de Programas de Alto Rendimiento para alumnos con altas Capacidades

Cited by 5 publications

References 20 publications

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

La detección de altas capacidades por parte de los progenitores, ¿Es exacta su apreciación?[Is the Detection of High Capacities by Parents, is your Appreciation Accurate?]

Influence of Smartphone Use on Emotional, Cognitive and Educational Dimensions in University Students

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