Validación española de la Escala de Detección de altas capacidades, «Gifted Rating Scales 2 (GRS 2-S) School Form», para profesores

  1. Marta Tourón 1
  2. Javier Tourón 1
  3. Enrique Navarro-Asencio 2
  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:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Año de publicación: 2024

Número: 46

Páginas: 33-55

Tipo: Artículo

DOI: 10.15581/004.46.002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: ESE: Estudios sobre educación.

Objetivos de desarrollo sostenible

Resumen

En este trabajo se aborda el primer estudio sobre la validez de constructo de la Escala de Detección para profesores GRS 2 en España, sobre una muestra de 348 sujetos. Se llevó a cabo un estudio factorial confirmatorio, AFC, utilizando procedimientos de estimación (WLSMV) de mínimos cuadrados robustos. Se ha seleccionado una estructura de seis factores que explica el 66% de la varianza. Los índices de ajuste del modelo son satisfactorios (CFI, ,93; TLI, ,93). La validez convergente (AVE, ,66) y la fiabilidad compuesta (entre ,87 y ,96) son adecuadas. Esta escala es la primera validada en España y aporta una medida relevante para la identificación de los alumnos con alta capacidad.

Referencias bibliográficas

  • Abdulla, A. M. y Cramond, B. (2017). After Six Decades of Systematic Study of Creativity: What do Teachers Need to Know About What it is and How it is Measured? Roeper Review, 39(1), 9-23. https://doi.org/10.1080/02783193.2016.1247398
  • Bishop, G. F. (2011). Item Order Randomization. En P. J. Lavrakas (Ed.), Encyclopedia of Survey Research Methods (pp. 397-399). SAGE. https://doi.org/10.4135/9781412963947.n255
  • Cao, T. H., Jung, J. Y. y Lee, J. (2017). Assessment in Gifted Education: A Review of the Literature from 2005 to 2016. Journal of Advanced Academics, 28(3), 163-203. https://doi.org/10.1177/1932202x17714572
  • Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(7), 622-630. https://doi.org/10.1002/pits.21628
  • Cropley, A. J. (2000). Defining and Measuring Creativity: Are Creativity Tests Worth Using? Roeper Review, 23(2), 72-79. https://doi.org/10.1080/02783190009554069
  • Csikszentmihalyi, M. y Wolfe, R. (2000). New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education. En K. A. Heller, F. J. Monks, R. Subotnik, R. Sternberg (Eds.), International Handbook of Giftedness and Talent (pp. 81-93). Pergamon Press. https://doi.org/10.1016/b978-008043796-5/50006-1
  • Dai, D. Y. (2018). A History of Giftedness: Paradigms and Paradoxes. En S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 1-14). Springer. https://doi.org/10.1007/978-3-319-77004-8_1
  • Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. Scribner/Simon & Schuster.
  • Duckworth, A. L. y Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939- 944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
  • Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
  • Feldman, D. H. (1992). Has There Been a Paradigm Shift in Gifted Education: Some thoughts on a changing national scene. En N. Colangelo, S. G. Assouline y D. L. Ambrose (Eds.), Talent Development: Proceedings from 1991 Henry and Jocelyn Wallace National Research Symposium on Talent Development (pp. 89-94). Trillium.
  • Ferrando, P. J., Lorenzo-Seva, U., Hernandez-Dorado, A. y Muniz, J. (2022). Decalogo para el Analisis Factorial de los Items de un Test. Psicothema, 34(1), 7-17. https://doi.org/10.7334/psicothema2021.456
  • Gagne, F. (1993). Constructs and Models Pertaining to Exceptional Human Abilities. En K. A. Heller, F. J. Monks y A. H. Passow (Eds.), International Handbook of Research and Development of Giftedness and Talent (pp. 69-87). Pergamon Press.
  • Galton, F. (1869). Hereditary Genius: An Inquiry into its Laws and Consequences. Macmillan and Co.
  • Gaskin, C. J. y Happell, B. (2014). On Exploratory Factor Analysis: A Review of Recent Evidence and Assessment of Current Practice, and Recommendations for Future Use. International Journal of Nursing Studies, 51(3), 511-521. https://doi.org/10.1016/j.ijnurstu.2013.10.005
  • Guilford, J. P. y Merrifield, P. R. (1960). The Structure of Intellect Model: Its uses and implications. Studies of aptitudes of high-level personnel. University of Southern California, Psychological Laboratory.
  • Hu, L. T. y Bentler, P. M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Jarosewich, T., Pfeiffer, S. I. y Morris, J. (2002). Identifying Gifted Students Using Teacher Rating Scales: A Review of Existing Instruments. Journal of Psychoeducational Assessment, 20(4), 322-336. https://doi.org/10.1177/073428290202000401
  • Kozbelt, A. (2019). Reflections on Talent Development in the Performing Arts: Concluding Comments. En R. F. Subotnik, P. Olszewski-Kubilius y F. C. Worrell (Eds.), The Psychology of High Performance: Developing Human Potential into Domain-Specific Talent (pp. 301-307). American Psychological Association. https://doi.org/10.1037/0000120-014
  • Lee, D. y Pfeiffer, S. I. (2006). The Reliability and Validity of a Korean-Translated Version of the Gifted Rating Scales. Journal of Psychoeducational Assessment, 24(3), 210-224. https://doi.org/10.1177/0734282906287829
  • Li, C. H. (2016). Confirmatory Factor Analysis with Ordinal Data: Comparing Robust Maximum Likelihood and Diagonally Weighted Least Squares. Behavior Research Methods, 48, 936-949. https://doi.org/10.3758/s13428-015-0619-7
  • Li, H., Pfeiffer, S. I., Petscher, Y., Kumtepe, A. T. y Mo, G. (2008). Validation of the Gifted Rating Scales-School Form in China. Gifted Child Quarterly, 52(2), 160-169 https://doi.org/10.1177/0016986208315802
  • Lloret-Segura, S., Ferreres-Traver, A., Hernandez-Baeza, A. y Tomas-Marco, I. (2014). El analisis factorial exploratorio de los items: una guia practica, revisada y actualizada. Anales de Psicología/Annals of Psychology, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361
  • Marland, S. P. (1972). Education of the Gifted and Talented. Report to the Congress of the United States by the US Commissioner of Education. US Government Printing Office.
  • Monks, F. J., Heller, K. A. y Passow, A. H. (2000). The study of giftedness: reflections on where we are and where we are going. En K. A. Heller, F. J.
  • Monks, R. J. Sternberg y R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent (pp. 839-863). Elsevier. https://doi.org/10.1016/b978-008043796-5/50060-7
  • Mumford, M. D., Zaccaro, S. J., Connelly, M. S. y Marks, M. A. (2000a). Leadership Skills: Conclusions and Future Directions. Leadership Quarterly, 11(1), 155-170. https://doi.org/10.1016/s1048-9843(99)00047-8
  • Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O. y Fleishman, E. A. (2000b). Leadership Skills for a Changing World: Solving Complex Social Problems. Leadership Quarterly, 11(1), 11-35. https://doi.org/10.1016/s1048-9843(99)00041-7
  • Muthen, B. O., Muthen, L. K. y Asparouhov, T. (2017). Regression and Mediation Analysis Using Mplus. Muthen & Muthen.
  • Olszewski-Kubilius, P. M. (2000). The Transition from Childhood Giftedness to Adult Creative Productiveness: Psychological Characteristics and Social Supports. Roeper Review, 23, 65-71. https://doi.org/10.1080/02783190009554068
  • Olszewski-Kubilius, P., Subotnik, R. F. y Worrell, F. C. (2015). Antecedent and Concurrent Psychosocial Skills that Support High Levels of Achievement Within Talent Domains. High Ability Studies, 26(2), 195-210. https://doi.org/10.1080/13598139.2015.1095077
  • Olszewski-Kubilius, P., Worrell, F. C., Subotnik, R. F. y Foley-Nicpon, M. (2019). Reflections on Talent Development in Academics. En R. F. Subotnik, P. Olszewski- Kubilius y F. C. Worrell (Eds.), The Psychology of High Performance: Developing Human Potential into Domain-Specific Talent (pp. 225-236). American Psychological Association. https://doi.org/10.1037/0000120-011
  • Perez, E., Heredia, D. E., Furlan, L., Zalazar, P., Lescano, C., Pfeiffer, S. y Rosado, J. (2012). Propiedades Psicometricas de la Escala de Clasificacion del Talento (Gifted Rating Scales-forma-escolar, GRS-S) en una muestra argentina. Perspectivas en Psicología, 9(3), 134-141.
  • Pfeiffer, S. I. (2015). Essentials of Gifted Assessment. John Wiley & Sons.
  • Pfeiffer, S. I. (2017). Identificación y evaluación del alumnado con altas capacidades: Una guía práctica. UNIR Editorial.
  • Pfeiffer, S. I. y Jarosewich, T. (2003). GRS: Gifted Rating Scales. Psychological Corporation.
  • Pink, D. H. (2009). Drive: The surprising truth about what motives us. Riverhead Books.
  • Plucker, J. A., Guo, J. y Makel, M. C. (2018). Creativity. En S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 81-99). Springer. https://doi.org/10.1007/978-3-319-77004-8_6
  • Robinson, A. y Clinkenbeard, P. R. (2008). History of Giftedness: Perspectives from the past presage modern scholarship. En S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 13-31). Springer.
  • Rosado, J. I., Pfeiffer, S. I. y Petscher, Y. (2008). The Reliability and Validity of a Spanish Translated Version of the Gifted Rating Scales. Gifted and Talented International, 23(1), 105-114. https://doi.org/10.1080/15332276.2008.11673517
  • Rosado, J. I., Pfeiffer, S. y Petscher, Y. (2015). Identifying Gifted Students in Puerto Rico: Validation of a Spanish Translation of the Gifted Rating Scales. Gifted Education International, 31(2), 162-175. https://doi.org/10.1177/0261429413507178
  • Rosenbach, W. E. (2018). Contemporary Issues in Leadership. Routledge.
  • Runco, M. A. (2014). “Big C, Little c” Creativity as a False Dichotomy: Reality is not Categorical. Creativity Research Journal, 26(1), 131-132. https://doi.org/10.1080/10400419.2014.873676
  • Ryan, R. M. y Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Schneider, W. (2000). Giftedness, Expertise, and (exceptional) Performance: A Developmental Perspective. En K. A. Heller, F. J. Monks, R. J. Sternberg y R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent (pp. 165- 177). Elsevier. https://doi.org/10.1016/b978-008043796-5/50012-7
  • Shaughnessy, M. F. (2022). An Interview with Steven I. Pfeiffer: Gifted Rating Scales-(GRS [TM] 2). North American Journal of Psychology, 24(1), 1-1.
  • Silverman, L. K. (2018). Assessment of Giftedness. En S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 183-207). Springer. https://doi.org/10.1007/978-3-319-77004-8_12
  • Simonton, D. K. (2000). Creativity: Cognitive, Personal, Developmental, and Social Aspects. American Psychologist, 55(1), 151-158. https://doi.org/10.1037/0003-066X.55.1.151
  • Sternberg, R. J. (2000a). Giftedness as Developing Expertise. En K. A. Heller, F. J. Monks, R. J. Sternberg y R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent (pp. 55-66). Elsevier. https://doi.org/10.1016/b978-008043796-5/50004-8
  • Sternberg, R. J. (2000b). Identifying and Developing Creative Giftedness. Roeper Review, 23(2), 60-64. https://doi.org/10.1080/02783190009554067
  • Sternberg, R. J. y Davidson, J. E. (Eds.) (2005). Conceptions of giftedness. Cambridge University Press. https://doi.org/10.1017/CBO9780511610455
  • Sternberg, R. J. y Kaufman, S. B. (2018). Theories and Conceptions of Giftedness. En S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 29-47). Springer. https://doi.org/10.1007/978-3-319-77004-8_3
  • Subotnik, R. F., Olszewski-Kubilius, P. y Worrell, F. C. (Eds.) (2019). The Psychology of High Performance: Developing Human Potential Into Domain-Specific Talent. American Psychological Association.
  • Terman, L. M. (1925). Genetic Studies of Genius. Volume 1. Mental and Physical Traits of a Thousand Gifted Children. Volume 1. Stanford University Press.
  • Touron, J. (2020). Las altas capacidades en el sistema educativo espanol: reflexiones sobre el concepto y la identificacion. Revista de Investigación Educativa, 38(1), 15-32. https://doi.org/10.6018/rie.396781
  • Touron, J., Martin, D., Navarro Asensio, E., Pradas, S. e Inigo, V. (2018). Validacion de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD). Revista Española de Pedagogía, 76(269), 2554. https://doi.org/10.22550/REP761201802
  • Touron, J., Peralta, F. y Reparaz, C. (1998). La Superdotación Intelectual: Modelos, Identificación y Estrategias Educativas. EUNSA.
  • Touron, J., Reparaz, C. y Peralta, F. (2006). Las nominaciones de los profesores en la identificacion de alumnos de alta capacidad intelectual. Sobredotaçao, 7, 7-25.
  • Touron, M., Navarro-Asencio, E. y Touron, J. (2023). Validez de Constructo de la Escala de Deteccion de Alumnos con Altas Capacidades para Padres (GRS 2), en Espana. Revista de Educación.
  • Treffinger, D. J. y Feldhusen, J. F. (1996). Talent Recognition and Development: Successor to Gifted Education. Journal for the Education of the Gifted, 19(2), 181-193. https://doi.org/10.1177/016235329601900205
  • Viladrich, C., Angulo-Brunet, A. y Doval, E. (2017). A Journey Around Alpha and Omega to Estimate Internal Consistency Reliability. Annals of Psychology, 33(3), 755-782. https://doi.org/10.6018/analesps.33.3.268401
  • Winner, E. y Martino, G. (2000). Giftedness in Non-Academic Domains: The Case of the Visual Arts and Music. En K. A. Heller, F. J. Monks, R. J. Sternberg y R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent (pp. 95-110). Elsevier. https://doi.org/10.1016/b978-008043796-5/50007-3
  • Xia, Y. (2016). Investigating the Chi-square Based Model-fit Indexes for WLSMV and ULSMV Estimators (Dissertation). Florida State University. http://purl.flvc.org/fsu/fd/FSU_2016SU_Xia_fsu_0071E_13379
  • Zaccaro, S. J., Green, J. P., Dubrow, S. y Kolze, M. (2018). Leader Individual Differences, Situational Parameters, and Leadership Outcomes: A Comprehensive Review and Integration. The Leadership Quarterly, 29, 2-43. https://doi.org/10.1016/j.leaqua.2017.10.003