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Conocimientos y mitos sobre altas capacidades
... En México concurre una problemática conforme a la detección e intervención de los estudiantes con AS (Valdés et al., 2013) a pesar de existir un consenso referente a la potencialidad y provecho de brindar procesos de calidad a estos individuos, en temas de desarrollo en todas las áreas de un país (Eilan y Vidergor, 2011;Feldman, 2015;Kalashi et al., 2018;Robles y Cervantes, 2020;Seaton et al., 2015), ciertamente no ocurre por dos factores: la existencia de mitos que promulgan que no es necesario atender a este tipo de educandos por su sobredotación, y el desconocimiento sobre sus características por parte de los agentes educativos (Brito, 2016;Olszewski et al., 2015;Pérez et al., 2017;Peterson, 2009;Tourón, 2000). ...
... Por estas razones resulta relevante tener mayor conocimiento sobre estos casos, pues los alumnos con este tipo de NEAE precisan de un ambiente favorecedor que les faculte desplegar sus capacidades, se sacien sus oportunidades de aprendizaje y los tópicos de interés, en pro de su beneficio y aprendizaje (Secretaría de Educación y Cultura [SEC], 2010). En relación con esto, se aprecian elementos que pueden generar dificultad si no se tiene conocimiento sobre las AS: 1) en ocasiones los profesores (junto con el resto de la comunidad académica, directivos, psicólogos -orientadores-, padres-madres de familia, y pares académicos) no conocen, no saben detectar y no intervienen oportunamente con los estudiantes con NEAE, entre estos los asociados a las AS; 2) la ambivalencia entre los distintos conceptos conforme a las AS, generan confusión, junto con el desconocimiento; 3) los mitos inherentes a esta población generan estigmas, que promulgan que este estudiantado no necesita ayuda; 4) existe un problema generalizado con el no usar el AFE y AFE o AEE, por parte de los investigadores a la hora de promulgar instrumentos para la detección de este estudiantado; 5) solamente se han encontrado cinco herramientas para la valoración del conocimiento de los agentes educativos en cuanto a las características de los estudiantes con AS (Acosta y Alsina, 2017;Brito, 2016;Camacho, 2016;Gutiérrez, 2013;Pérez et al., 2017), y 6) para la evaluación del conocimiento conforme a esta población, de igual forma se nota el vacío del AFE y AFC. ...
... Debido a esta situación y dada la existencia de pocos instrumentos que evalúen el conocimiento sobre las características que posee la población con AS (Acosta y Alsina, 2017;Brito, 2016;Camacho, 2016;Gutiérrez, 2013;Pérez et al., 2017) se decidió diseñar un instrumento, tomando algunos puntos de los referentes teóricos anteriormente mencionados, para obtener puntajes válidos al evaluar conocimientos de los agentes educativos conforme a la población que posee AS. Por ello, la pregunta que se plantea es: ¿cuáles son las propiedades psicométricas del instrumento diseñado, que lleva el nombre de escala de conocimiento sobre estudiantes con aptitudes sobresalientes, para medir los conocimientos sobre aptitudes sobresalientes, por parte de los distintos agentes educativos? ...
Se muestra el diseño y validación de una escala creada para valorar el conocimiento sobre las aptitudes sobresalientes por parte de agentes educativos de bachillerato, la cual se denominó Escala de conocimiento sobre estudiantes con aptitudes sobresalientes y está compuesta por cuatro opciones de respuesta tipo Likert. El objetivo es evaluar los coeficientes de un análisis exploratorio de factores (AEF), así como los coeficientes de consistencia interna de dicha escala. Los puntajes de la escala fueron validados a través de dicho AEF con el método de máxima verosimilitud y con una rotación varimax, donde se obtuvo un KMO=.581 y un índice global o general de confiabilidad de Alpha de Cronbach de .713, por lo que se concluye que llena los criterios mínimos para obtener puntajes válidos y confiables
... La percepción que se tiene de la ACI muchas veces no está ajustada a la realidad y se basa en mitos y estereotipos (Pérez et al., 2017). El profesorado en ocasiones tiene teorías implícitas de las ACI que se basan en estereotipos y que tienen un impacto negativo en las oportunidades educativas que se brinda al alumnado con ACI (Baudson y Preckel, 2013). ...
... En este aspecto también aparece la idea de que son listos/as Aperribai, L., Garamendi, L. PercePción del Profesorado de educación Primaria sobre las características y la detección del alumnado con alta caPacidad intelectual en la comunidad autónoma del País Vasco porque sus progenitores apenas los/las llevan a jugar, y los/las tienen en casa buscando información y aprendiendo sin parar. Otro de los aspectos que se menciona, y cuyas evidencias empíricas son aún contradictorias, tal y como se ha visto en investigaciones que han estudiado los mitos sobre la ACI (Pérez et al., 2017), es que los ven como personas raras, diferentes, y que son excluídas de la sociedad, hasta el punto de que haya progenitores que han solicitado no hablar a nadie sobre las ACI de su segundo hijo/a, después de haber tenido una mala experiencia con el/la primero/a. Otra idea latente, donde queda patente el efecto de los estereotipos, es aquella que hace referencia a que las demás personas adultas a veces no reconocen que un/a niño/a tenga ACI debido a que no corresponden a las características que esperan ver en ellos/as (Aretxaga, 2013). ...
... The perception of the HA is often not in line with reality and is based on myths and stereotypes (Pérez et al., 2017). Teachers sometimes have implicit theories of HAs that are based on stereotypes and have a negative impact on the educational opportunities provided to students with HAs (Baudson & Preckel, 2013). ...
In the recent years, the educational response given to highly able students in
the Autonomous Community of the Basque Country has been addressed from the
perspective of educational inclusion and from the vision of being a group with
specific needs of educational help. Although a great effort has been made from
the families and from the educational system, actually only few students receive
an adequate response. The objective of this qualitative study is to know how do
teachers perceive the individual and educational characteristics that influence
this response. For this purpose, a semi-structured in-depth interview for teachers
has been designed and reviewed by three university professors and two parents.
In total 12 interviews have been conducted. The qualitative data collected from
the interviews have been processed with the Atlas.ti 8.3.20. program. The results
show data related to the characteristics of highly able students, the perception of
high abilities, the detection and the evaluation, and the educational and socioaffective needs of this students. It is concluded that teachers have a more realistic
vision of high abilities, while myths and stereotypes still prevail in society. It also
concludes that teachers still need to be trained, and that parents and society in
general should be informed of the issue.
... There are various myths and stereotypes collected in the literature on this subject that refer to academic aspects, social and personal adjustment, the nature of giftedness, or physical characteristics [5][6][7][8][9]. ...
... It consists of 34 items (see Table 1) with a 4-point Likert scale (from "totally disagree" to "totally agree"), where all the statements assess the existing and most common myths and stereotypes about high abilities in literature. The items are based firstly on a previous instrument [8], secondly, on a literature review of the most common myths and stereotypes, and finally, on the judgment and corrections of several experts on the field (as evidence of content validity). The instrument has shown to be reliable (Cronbach's alpha = 0.899) and it assesses a unique dimension (as evidence of construct validity). ...
Giftedness and high abilities have been broadly defined and this fact has led to many problems related to the detection and educational response given to gifted or highly able pupils due to the stereotyped social representations of the concepts. However, the main misconceptions might be changed with the aim of solving the mentioned problems. For this purpose, the aims of this study are to explore the main misconceptions of giftedness and to identify which among them seem to be most and least changeable. A questionnaire with the most extended myths and stereotypes about giftedness was applied in a sample of 824 participants. The items' analyses were carried out by first studying item-test discrimination indices (test classical theory), and secondly, the a and b parameters of items (item response theory). The results show that there are items that would be easily changeable (9 items) and others less malleable (4 items). Therefore, it might be concluded that the social representation of giftedness would have peripheral elements that could be changed, while there would be less malleable central elements. Thus, different strategies to foster the change of the social representation of giftedness should be considered, which will have social and educational implications.
... Tal desconocimiento genera mitos sobre las personas con AC y sus familias. Pérez, Borges y Rodríguez (2017) exploraron mitos en adultos sobre las altas capacidades y la principalmente creencia fue que los superdotados suelen ser raros y desadaptados sociales. En los últimos años se ha ido desmitificando la creencia de que las personas con AC presentan dificultades sociales o emocionales (Borges, Hernández y Rodríguez, 2011;Hernández, Borges y Cárdenas, 2019;Pérez, Borges y Rodríguez, 2017). ...
... Pérez, Borges y Rodríguez (2017) exploraron mitos en adultos sobre las altas capacidades y la principalmente creencia fue que los superdotados suelen ser raros y desadaptados sociales. En los últimos años se ha ido desmitificando la creencia de que las personas con AC presentan dificultades sociales o emocionales (Borges, Hernández y Rodríguez, 2011;Hernández, Borges y Cárdenas, 2019;Pérez, Borges y Rodríguez, 2017). Además de la su capacidad para memorizar y aprender con rapidez y creatividad (López-Aymes y Roger, 2017). ...
High ability children: challenges in family and citizen education Abstract Parents of children with high intellectual abilities need information and support to establish their fatherhood. Therefore, the opinion of parents regarding the information they would like to acquire and the qualities they observe in their children was investigated. Both, in the group of parents and in the group of boys and girls with giftedness, their conception of citizenship was explored as part of the initial evaluation of an after-school educational intervention program for children with intellectual ability whose focus lines are to provide guidance to parents, academic enrichment and citizenship education for boys and girls to motivate them
from childhood to carry out actions of social participation.The principal interest of the parents was to receive guidance on how to promote the emotional development of their children. Among the main qualities parents identified in their children were rapid learning and math skills, low tolerance for frustration, distraction at school, empathy, and an interest in helping others. Parents and children reflected basic notions of citizenship.
... However, not only does guaranteeing the principle of equity in education seem difficult, but also social inclusion becomes complicated. There are generalized myths, stereotypical ideas, and negative social representations in adult society [16], especially among parents of the students [17]. Gifted students sometimes suffer social isolation [15] and are more likely to be involved in harassment situations [18] and cyberbullying than their peers [19], with the victims of these situations suffering from significant levels of psychological affectation [18]. ...
The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students’ self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student’s emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.
The health alert caused by the COVID-19 pandemic and the lockdown have caused significant changes in people’s lives. Therefore, it has been essential to study the quality of life, especially in vulnerable populations, including children and adolescents. In this work, the psychological well-being, distribution of tasks and routines, as well as the physical activity done by children and adolescents from two samples: community and high abilities, have been analyzed. The methodology used was Mixed Method Research, through a survey conducted online through social networks. The informants were the parents of the children and adolescents, 209 in the community sample and 116 in the high ability sample. The instrument used was a questionnaire implemented through Google Forms, with open and closed questions, including the Kidscreen-27 scale to measure well-being. The assessment of the adequacy of the physical activity levels was analyzed through ALCESTE. The results showed the absence of differences between students from community samples and those with high capacities in well-being and physical activity. Parents residing in Spain observed less play time in the high ability sample, and more time spent on homework, whether or not they have a diagnosis of high ability. It is concluded that these results question the misconceptions held about high ability students in terms of poorer personal adjustment and better interest in physical activities.
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