Validez de Constructo de la Escala de Detección de alumnos con Altas Capacidades para Padres, (GRS 2), en España

  1. Marta Tourón 1
  2. Enrique Navarro-Asencio 2
  3. Javier Tourón 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2023

Número: 402

Páginas: 55-84

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2023-402-595 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

The development of measurement instruments in the field of high abilities in Spain is scarce. The deficit in the identification of these students is due, in part, to this lack. Current identification procedures focus on a global approach that recommends using various information sources and instruments, such as detection scales, that go beyond intelligence or aptitude test scores, among others. The importance of co-cognitive variables, usually malleable, has been highlighted by many authors, so that the triangulation of complementary information sources is considered essential. Here, for the first time, the study of the construct validity of the GRS 2 Parents Scale in Spain is addressed, with a sample of 1334 fathers and mothers. An exploratory and confirmatory factorial study, AFE and AFC, was carried out, and the metrics of the variables and their multivariate normality have been taken into account, adapting the analysis 637 87 11 47 is accordingly. Weighted least squares estimation methods were used. Eight models have been studied and, finally, a structure of four first-order factors and two second-order factors is proposed, which explains 58% of the variance of the scores. The fit indices of the model are satisfactory (CFI, .98; TLI, .97; GFI, .98), the convergent validity (AVE, above .54 and Composite Reliability, between .78 and .92) show an acceptable result. The proposed structure improves the original three-factor one. This scale is validated in Spain for the first time and provides a measure for the identification of students with high ability. This study will be completed with the validation of the other two scales for teachers that make up the GRS 2, which is being carried out by the authors.

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