Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness

Ramón García-Perales; Ascensión Palomares-Ruiz; Antonio Cebrián-Martínez; Emilio López-Parra

doi:10.29333/iejme/11430

Full Text (PDF)

Ramón García-Perales ¹ ^* , Ascensión Palomares-Ruiz ¹ , Antonio Cebrián-Martínez ¹ , Emilio López-Parra ¹

More Detail

¹ Universidad de Castilla-La Mancha (UCLM), SPAIN^* Corresponding Author

Abstract

This study focuses on the child adaptation processes of a group of 22 students who were identified in academic year 2011/12 as having high mathematical ability. The subjects’ schooling and adaptation were tracked over six school years, with a specific psycho-pedagogical evaluation test in the final year to assess their adaptation via various analytical dimensions. The results demonstrate the influence of variables related to repeating school years and academic performance on adaptation. There was also evidence of the in-fluence of diagnoses of giftedness and the type of school on adaptation, but no influence related to gender or school environment. Monitoring students’ educational transition is essential for their personal and academic futures. The most capable students should be part of a comprehensive approach to diversity and inclusion for all. The academic progress of the students in our sample indicates that there is educational practices must be improved for this student.

Keywords

high mathematical ability
adaptation
academic performance
gender

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 16, Issue 3, October 2021, Article No: em0664

https://doi.org/10.29333/iejme/11430

Publication date: 30 Oct 2021

Article Views: 2004

Article Downloads: 1131

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Almeida, L., & Oliveira, E. P. (2018). Los alumnos con características de sobredotación: La situación actual en Portugal [Students with gifted characteristics: The current situation in Portugal]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 13, 85-95. https://doi.org/10.6018/reifop
Arnaiz, P., & Martínez, M. (2018). Centros educativos que se autoevalúan y reflexionan sobre sus resultados para mejorar la atención a la diversidad [Educational centers that evaluate themselves and reflect on their results to improve attention to diversity]. Revista Española de Orientación y Psicopedagogía, 29, 74-90. https://doi.org/10.5944/reop.vol.29.num.1.2018.23295
Bailén, E. M. (2020). Respuestas educativas multinivel en educación secundaria para el alumnado con altas capacidades desde un enfoque inclusivo [Multilevel educational responses in secondary education for gifted students from an inclusive approach]. Tecnología, Ciencia y Educación, 15, 5-47. https://doi.org/10.51302/tce.2020.365
Bizarro, W., & Sucari, W. (2019). Evaluación formativa en el marco del enfoque por competencias [Formative assessment within the framework of the competency approach]. Revista Innova Educación, 1, 374-390. https://doi.org/10.35622/j.rie.2019.03.r001
Bolívar, A., Caballero, K., & García, M. (2017). Avaliação multidimensional da liderança educacional: Chaves para a melhoria da escola [Multidimensional assessment of educational leadership: Keys to school improvement]. Ensaio: Avaliação e Políticas Públicas em Educação, 25, 483-506. https://doi.org/10.1590/s0104-40362017002500780
Cartagena, M. (2008). Relación entre la autoeficacia y el rendimiento escolar y los hábitos de estudio en alumnos de secundaria [Relationship between self-efficacy and school performance and study habits in secondary school students]. REICE. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6, 59-99. https://www.redalyc.org/pdf/551/55160304.pdf
Cross, T. L. (2021). Social and emotional development: The role of authenticity in the psychosocial development of students with gifts and talents. Gifted Child Today, 44(2), 111-114. https://doi.org/10.1177/1076217520988777
Del Barrio, V., & Carrasco, M. A. (2016). Problemas conductuales y emocionales en la infancia y la adolescencia [Behavioral and emotional problems in childhood and adolescence]. Padres y Maestros / Journal of Parents and Teachers, 365, 55-61. https://doi.org/10.14422/pym.i365.y2016.008
Echeita, G. (2014). Educación para la inclusión o educación sin exclusiones [Education for inclusion or education without exclusions]. Editorial Narcea.
Elices, J. A., Palazuelo, M. M., & Del Caño, M. (2013). Alumnos con altas capacidades: Características, identificación y respuesta educativa [Highly capable students: Characteristics, identification, and educational response]. Editorial CEPE.
Fortea, M. A. (2019). Metodologías didácticas para la enseñanza/aprendizaje de competencias [Didactic methodologies for the teaching / learning of competences]. Educational Support Unit of the Universitat Jaume I. https://doi.org/10.6035/MDU1
Furtado, J. V., Moreira, A. C., & Mota, J. (2021). Gender affirmative action and management: A systematic literature review on how diversity and inclusion management affect gender equity in organizations. Behavioral Sciences, 11, 21. https://doi.org/10.3390/bs11020021
García-Escalera, J., Valiente, R. M., Sandín, B., Ehrenreich-May, J., & Chorot, P. (2020). Educational and wellbeing outcomes of an anxiety and depression prevention program for adolescents. Revista de Psicodidáctica (English ed.), 25, 143-149. https://doi.org/10.1016/j.psicoe.2020.05.003
García-Perales, R. (2018). La respuesta educativa con el alumnado de altas capacidades intelectuales: Funcionalidad y eficacia de un programa de enriquecimiento curricular [The educational response with students with high intellectual abilities: Functionality and effectiveness of a curricular enrichment program]. Sobredotação, 15, 131-152. https://www.aneis.org/revista-sobredotacao-vol-15-n-2-2018/
García-Perales, R., & Almeida, L. S. (2019). Programa de enriquecimiento para alumnado con alta capacidad: Efectos positivos para el currículum [Enrichment program for high ability students: Positive effects for the curriculum]. Comunicar, 60, 39-48. https://doi.org/10.3916/C60-2019-04
García-Vallès, X. (2020). Delimitación del perfil competencial inclusivo necesario en la formación inicial en los grados de educación primaria [Delimitation of the inclusive competence profile necessary in initial training in primary education grades]. Innovaciones Educativas, 22, 51-64. https://doi.org/10.22458/ie.v22i32.2830
Gómez-León, M. I. (2020). La psicobiología de la motivación en el desarrollo de las altas capacidades intelectuales. Revisión bibliográfica [The psychobiology of motivation in the development of high intellectual capacities. Bibliographic review]. Psiquiatría Biológica, 27, 47-53. https://doi.org/10.1016/j.psiq.2020.01.003
Hernández, D., & Gutiérrez, M. (2014). El estudio de la alta capacidad intelectual en España: Análisis de la situación actual [The study of high intellectual capacity in Spain: Analysis of the current situation]. Revista de Educación, 364, 251-272. https://doi.org/10.4438/1988-592X-RE-2014-364-261
Hernández-Guanir, P. (2015). Test autoevaluativo multifactorial de adaptación infantil [Multifactorial self-assessment test for child adaptation]. TEA Ediciones.
Jiménez, C., & García-Perales, R. (2013). Los alumnos más capaces en España. Normativa e incidencia en el diagnóstico y la educación [The most capable students in Spain. Regulations and incidence in diagnosis and education]. Revista Española de Orientación y Psicopedagogía, 24, 7-24. https://doi.org/10.5944/reop.vol.24.num.1.2013.11267
Junta de Comunidades de Castilla-La Mancha (2015). Decreto 40/2015, de 15 de junio, por el que se establece el currículo de Educación Secundaria Obligatoria y Bachillerato en la Comunidad Autónoma de Castilla-La Mancha [Decree 40/2015, of June 15, which establishes the curriculum for Compulsory Secondary Education and Baccalaureate in the Autonomous Community of Castilla-La Mancha]. Diario Oficial de Castilla-La Mancha, 120, 18872-20324. https://www.educa.jccm.es/es/normativa/decreto-40-2015
Kermarrec, S., Attinger, L., Guignard, J., & Tordjman, S. (2020). Anxiety disorders in children with high intellectual potential. BJPsych Open, 6(4), E70. https://doi.org/10.1192/bjo.2019.104
Kim, M. (2016). A meta-analysis of the effects of enrichment programs on gifted students. Gifted Child Quarterly, 60(2), 102-116. https://doi.org/10.1177/0016986216630607
Lakin, J. M., & Rambo-Hernandez, K. (2019). Fidelity of implementation: Understanding why and when programs work. Gifted Child Today, 42(4), 205-214. https://doi.org/10.1177/1076217519862327
López-Martínez, P., Montero-Montero, D., Moreno-Ruiz, D., & Martínez-Ferrer, B. (2019). The role of parental communication and emotional intelligence in child-to-parent violence. Behavioral Sciences, 9, 148. https://doi.org/10.3390/bs9120148
Martínez, H. (2009). Autopercepción social y atribuciones cognoscitivas en estudiantes de bajo rendimiento académico [Social self-perception and cognitive attributions in students with low academic performance]. Electronic Journal of Research in Educational Psychology, 7, 1175-1216. https://doi.org/10.25115/ejrep.v7i19.1327
Martínez-Vicente, M., Suárez-Riveiro, J. M., & Valiente-Barroso, C. (2019). Estrés cotidiano infantil y factores ligados al aprendizaje escolar como predictores del rendimiento académico [Everyday stress in children and factors linked to school learning as predictors of academic performance]. Ansiedad y Estrés, 25, 111-117. https://doi.org/10.1016/j.anyes.2019.08.002
Méndez, I., & Cerezo, F. (2018). La repetición escolar en educación secundaria y factores de riesgo asociados [School repetition in secondary education and associated risk factors]. Educación XX1, 21, 41-62. https://doi.org/10.5944/educxx1.20172
Ministerio de Educación y Formación Profesional (2021). Datos estadísticos no universitarios [Non-university statistical data]. https://bit.ly/2XnLKUD
Ministerio de Educación, Cultura y Deporte (2013). Ley orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa [Organic law 8/2013, of December 9, for the improvement of educational quality]. Boletín Oficial del Estado, 295, 1-64. https://www.boe.es/diario_boe/txt.php?id=BOE-A-2013-12886
Mollenkopf, D. L., Matyo-Cepero, J., Lewis, J. D., Irwin, B. A., & Joy, J. (2021). Testing, identifying, and serving gifted children with and without disabilities: A multi-state parental perspective. Gifted Child Today, 44(2), 83-92. https://doi.org/10.1177/1076217520986589
Montoya-Castilla, I., Prado-Gascó, V., Villanueva-Badenes, L., & González-Barrón, R. (2016). Adaptación en la infancia: Influencia del estilo parental y del estado de ánimo [Adaptation in childhood: Influence of parenting style and mood]. Acción Psicológica, 13, 15-30. https://doi.org/10.5944/ap.13.2.17807
Muñoz-Cantero, J. M., Losada-Puente, L., & Espiñeira-Bellón, E. M. (2018). Apoyos y autodeterminación en la escuela inclusiva. Factores relacionados con la obtención de resultados personales positivos [Supports and self-determination in the inclusive school. Factors related to obtaining positive personal results]. Revista Española de Orientación y Psicopedagogía, 29, 8-24. https://doi.org/10.5944/reop.vol.29.num.1.2018.23291
Obergriesser, S., & Stoeger, H. (2015). The role of emotions, motivation, and learning behavior in underachievement and results of an intervention. High Ability Studies, 26(1), 167-190. https://doi.org/10.1080/13598139.2015.1043003
Pfeiffer, S. (2017). Identificación y evaluación del alumnado con altas capacidades: Una guía práctica [Identification and assessment of gifted students: A practical guide]. UNIR Editorial.
Pulido, F., & Herrera, F. (2019). Estados emocionales contrapuestos como predictores del rendimiento académico en secundaria [Conflicting emotional states as predictors of academic performance in secondary school]. Revista de Investigación Educativa, 37, 93-109. https://doi.org/10.6018/rie.37.1.289821
Raasch, M., & Silveira-Martins, E. (2016). Analise do posicionamento procrastinador como (falta de) estrategia para o desempenho academico: Uma pesquisa com estudantes de gestao [Analysis of procrastinator positioning as (lack of) strategy for academic performance: A survey of management students]. Revista Meta: Avaliação, 8, 463-487. https://doi.org/10.22347/2175-2753v8i24.1043
Ramírez-Díaz, J. L. (2020). El enfoque por competencias y su relevancia en la actualidad: Consideraciones desde la orientación ocupacional en contextos educativos [The competency approach and its relevance today: Considerations from the occupational orientation in educational contexts]. Revista Electrónica Educare, 24, 1-15. https://doi.org/10.15359/ree.24-2.23
Ramiro, P., Navarro, J. I., Menacho, I., López, M. M., & García, M. A. (2016). Bienestar psicológico en personas con alta capacidad intelectual [Psychological well-being in people with high intellectual capacity]. European Journal of Education and Psychology, 9, 72-78. https://doi.org/10.1016/j.ejeps.2015.12.001
Rocha, A., García-Perales, R., & Almeida, L. S. (2020). Inteligência: Necessária e suficiente para explicar a sobredotação? [Intelligence: Necessary and sufficient to explain giftedness?] Talincrea: Revista Talento, Inteligencia y Creatividad, 6, 59-76. http://www.talincrea.cucs.udg.mx/sites/default/files/adjuntos/06_12/08_Inteligencia.pdf
Rodríguez-Fernández, A., Ramos-Díaz, E., Madariaga, J. M., Arribillaga, A., & Galende, N. (2016). Steps in the construction and verification of an explanatory model of psychosocial adjustment. European Journal of Education and Psychology, 19, 20-28. https://doi.org/10.1016/j.ejeps.2015.11.002
Rodríguez-Naveiras, E., & Borges, A. (2020). Programas extraescolares: Una alternativa a la respuesta educativa de altas capacidades [After-school programs: An alternative to the gifted educational response]. Revista de Educación y Desarrollo, 52, 19-27. https://www.cucs.udg.mx/revistas/edu_desarrollo/anteriores/52/52_RodriguezBorges.pdf
Sánchez, A. (2017). Atención integral al niño con Altas Capacidades Intelectuales: Pautas para intervenir a nivel familiar y escolar tras el diagnóstico [Comprehensive care for children with high intellectual abilities: Guidelines for intervening at the family and school level after the diagnosis]. Mente Maravillosa Asela Sánchez.
Schoeps, K., Tamarit, A., González, R., & Montoya-Castilla, I. (2019). Competencias emocionales y autoestima en la adolescencia: impacto sobre el ajuste psicológico [Emotional competences and self-esteem in adolescence: Impact on psychological adjustment]. Revista de Psicología Clínica con Niños y Adolescentes, 6, 51-56. https://doi.org/10.21134/rpcna.2019.06.1.7
Secanilla, E. (2019a). Las altas capacidades. Estudio de caso [High capacities. Case study]. International Journal of Developmental and Educational Psychology, INFAD: Revista de Psicología, 1, 233-240. https://doi.org/10.17060/ijodaep.2019.n1.v1.1414
Secanilla, E. (2019b). Supermentes. Reconocer las altas capacidades en la infancia [Superminds. Recognize high abilities in childhood]. Editorial Gedisa.
Siaud-Facchin, J. (2014). ¿Demasiado inteligente para ser feliz? Las dificultades del adulto superdotado en la vida cotidiana [Too smart to be happy? The difficulties of the gifted adult in everyday life]. Ediciones Paidós.
Tourón, J. (2019). Las altas capacidades en el sistema educativo español: Reflexiones sobre el concepto y la identificación[High capacities in the Spanish educational system: Reflections on the concept and identification]. Revista de Investigación Educativa, 38, 15-32. https://doi.org/10.6018/rie.396781
Valle, J., & Manso, J. (2013). Competencias clave como tendencia de la política educativa supranacional de la Unión Europea [Key competences as a trend in supranational education policy in the European Union]. Revista de Educación, Extraordinario, 12-33. https://doi.org/10.4438/1988-592X-RE-2013-EXT-255
Veas, A., Castejón, J. L., O´Reilly, C., & Ziegler, A. (2018). Mediation analysis of the relationship between educational capital, learning capital, and underachievement among gifted secondary school students. Journal for the Education of the Gifted, 41, 369-385. https://doi.org/10.1177/0162353218799436
Viejo, C., Gómez-López, M., & Ortega-Ruiz, R. (2018). Adolescents’ psychological well-being: A multidimensional measure. International Journal of Environmental Research and Public Health, 15, 2325. https://doi.org/10.3390/ijerph15102325
Villa, E. A., & Sebastian, M. A. (2021). Achievement motivation, locus of control and study habits as predictors of mathematics achievement of new college students. International Electronic Journal of Mathematics Education, 16(3), em0661. https://doi.org/10.29333/iejme/11297

How to cite this article

APA

García-Perales, R., Palomares-Ruiz, A., Cebrián-Martínez, A., & López-Parra, E. (2021). Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness. International Electronic Journal of Mathematics Education, 16(3), em0664. https://doi.org/10.29333/iejme/11430

Vancouver

García-Perales R, Palomares-Ruiz A, Cebrián-Martínez A, López-Parra E. Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness. INT ELECT J MATH ED. 2021;16(3):em0664. https://doi.org/10.29333/iejme/11430

AMA

García-Perales R, Palomares-Ruiz A, Cebrián-Martínez A, López-Parra E. Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness. INT ELECT J MATH ED. 2021;16(3), em0664. https://doi.org/10.29333/iejme/11430

Chicago

García-Perales, Ramón, Ascensión Palomares-Ruiz, Antonio Cebrián-Martínez, and Emilio López-Parra. "Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0664. https://doi.org/10.29333/iejme/11430

Harvard

García-Perales, R., Palomares-Ruiz, A., Cebrián-Martínez, A., and López-Parra, E. (2021). Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness. International Electronic Journal of Mathematics Education, 16(3), em0664. https://doi.org/10.29333/iejme/11430

MLA

García-Perales, Ramón et al. "Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0664. https://doi.org/10.29333/iejme/11430