Scale for Identification of Characteristics of Giftedness: Internal structure analysis

Zaia, Priscila; Nakano, Tatiana de Cássia; Peixoto, Evandro Morais

doi:10.1590/1982-02752018000100005

Cited by 10 publications

(13 citation statements)

References 38 publications

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“…The results indicated, through the Diagnostic Performance Measure, that the questionnaire had a sensitivity of 64.2%, an important result, since there are few instruments for the identification of giftedness. It should be noted that the lack of screening scales and specific tests aimed at this population makes the identification process difficult (Zaia, Nakano, & Peixoto, 2018).…”

Section: Discussionmentioning

confidence: 99%

Identificação de Estudantes com Altas Habilidades/Superdotação no Ensino Superior1

Basso

Riechi

Moreira

et al. 2020

Rev. bras. educ. espec.

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RESUMO A Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (PNEEPEI) prevê que estudantes com Altas Habilidades/Superdotação (AH/SD) recebam um Atendimento Educacional Especializado. Contudo, as pesquisas apontam que o número de estudantes identificados e acompanhados no Ensino Superior ainda é muito aquém do esperado. O objetivo deste trabalho foi descrever os procedimentos do Programa de Evidências Globais de Altas Habilidades/Superdotação nas Universidades (PEGAHSUS), para identificar estudantes universitários do Estado do Paraná, com indicadores de AH/SD. Para tanto, foi realizado um estudo descritivo, retrospectivo dos estudantes acessados e avaliados durante o período de 2017 a 2018 pelo Programa. Os instrumentos utilizados foram um Questionário para Identificação da Expressão da Inteligência (QIEI) e o teste de inteligência WAIS III. Para a avaliação da inteligência, participaram 76 alunos, dos quais 63% apresentaram quociente de inteligência total (QIT) igual ou acima de 130. A respeito da fidedignidade do instrumento de rastreio, o QIEI apresentou uma sensibilidade de 64,2% nas indicações para AH/SD. O instrumento apresentou um impacto positivo na identificação, na medida em que acessou diversos estudantes que, de fato, apresentaram potencial intelectual acima da média. Aponta-se, por fim, a importância de identificar e acompanhar os estudantes com AH/SD no âmbito acadêmico, visto que evidencia dados a respeito dessa população e permite que sejam desenvolvidas estratégias condizentes com o perfil dos estudantes.

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Section: Discussionmentioning

confidence: 99%

Identificação de Estudantes com Altas Habilidades/Superdotação no Ensino Superior1

Basso

Riechi

Moreira

et al. 2020

Rev. bras. educ. espec.

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“…The development and expression of the exceptional potential that may be present in young people can perhaps provide them with maximum opportunities for self-fulfillment (Renzulli, 2012). Gifted individuals manifest their exceptional abilities in areas (e.g., contextual, creativity, intellectual capacity, and psychomotor activities) and they have the motivation to learn and perform tasks that interest them (Zaia et al, 2018). In other words, individuals with special abilities can demonstrate both cognitive and noncognitive attributes (Jones et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…In some instances, contextual giftedness is used interchangeably with cognitive giftedness, and in the opinion of Zaia et al (2018), this involves a high level of abstract thought, adaptation to novel situations, curiosity, flexibility, observation, memory, and reasoning. Anya (2010) avers that cognitive ability covers only two attributes, namely verbal and numerical (quantitative) aptitude skills.…”

Section: Introductionmentioning

confidence: 99%

Giftedness characteristic identification among Kazakhstani school children

Mambetalina,

Lawrence,

Amangossov

et al. 2024

Psychology in the Schools

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The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach, and its design was grounded within the exploratory type. The GCIS is a self‐report scale to identify the four characteristics of giftedness including contextual, intellectual, creative, and social giftedness. A total of 1176 elementary and middle school students were sampled for the study. The students were in grades and aged between 12 and 16 years. Most of the participants were 65% female; and 35% male. The data collected was analyzed using exploratory factor analysis. The findings established a relatively high‐reliability Cronbach alpha coefficient of 89.7%. No statistical difference was found between the Kazakh and Russian languages of instruction, based on the gifted characteristics of the participants. Emphasis was placed on the fact that the GCIS was a reliable tool to identify giftedness among schoolchildren in Kazakhstan, but much future work is needed to determine its validity.

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“…El proceso de detección, puede ser informal o formal. En el proceso informal participan tanto los profesores como los padres donde señalan la probable presencia de alta capacidad en el alumnado (Rubenstein y Ridgley, 2017;Zaia et al, 2018). En el proceso formal se utilizan cuestionarios o formatos que cumplimentan tanto los profesores como los progenitores (Franklin et al, 2016;Ramos y Chiva, 2018;Sánchez y Baena, 2017).…”

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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Scale for Identification of Characteristics of Giftedness: Internal structure analysis

Cited by 10 publications

References 38 publications

Identificação de Estudantes com Altas Habilidades/Superdotação no Ensino Superior1

Identificação de Estudantes com Altas Habilidades/Superdotação no Ensino Superior1

Giftedness characteristic identification among Kazakhstani school children

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?]

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