Publication: Diferencias en el autoconcepto entre alumnado con altas capacidades
y alumnado general: un metaanálisis desde 2005 hasta 2020
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Date
2022
Authors
Infantes Paniagua, Álvaro ; Fernández Bustos, Juan Gregorio ; Palomares Ruiz, Ascensión ; Contreras Jordán, Onofre R.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
Los estudiantes con altas capacidades, aquellos que presentan una mayor probabilidad de lograr metas extraordinarias en uno o más do-minios, generalmente difieren del alumnado general en algunas de las di-mensiones del autoconcepto, o la percepción que tiene una persona de sí misma. Sin embargo, la investigación actual sobre altas capacidades ha evo-lucionado introduciendo nuevos posibles moderadores en estas diferencias por lo que se hace necesaria una actualización sobre el tema. El objetivo del presente metaanálisis (referencia: CRD42018094723) fue sintetizar los es-tudios desde 2005 sobre las diferencias en el autoconcepto entre estudian-tes con altas capacidades y alumnado general. Los resultados mostraron que los alumnos con altas capacidades presentan niveles superiores de au-toconcepto global y académico, especialmente el matemático. Sin embargo, no se hallaron diferencias en autoconceptos conductual y emocional, y hu-bo puntuaciones levemente más bajas en autoconcepto social. En el auto-concepto físico, estos estudiantes puntúan notablemente más bajo que el alumnado general. Las diferencias en esta subdimensión están moderadas por los procedimientos de identificación, la procedencia y la edad, por lo que se sugieren que los estereotipos sociales acerca de las altas capacidades, así como los hábitos de actividad física podrían estar detrás de las dichas di-ferencias.
Gifted students (i.e., those who are more likely to achieve ex-traordinary goals in one or more domains) generally differ from the non-gifted students in some of the dimensions of self-concept (i.e., a person's perception of him/herself). However, the current research on giftedness has evolved to introduce new possible moderators of these differences so it has become necessary to carry out an update on the topic. The aim of the present meta-analysis (reference: CRD42018094723) was to synthesise the studies since 2005 on differences in self-concept between gifted and non-gifted students. The results showed that gifted students have higher levels of general and academic self-concept, especially in math self-concept. However, no differences were found in behavioural and emotion-al self-concepts, and only slightly lower scores in social self-concept. In physical self-concept they scored significantly lower than non-gifted stu-dents. The differences in this sub-dimension are moderated by identifica-tion procedures, geographical area, and age, so it is suggested that social stereotypes about giftedness as well as physical activity habits may be some of the reasons for these differences.
Gifted students (i.e., those who are more likely to achieve ex-traordinary goals in one or more domains) generally differ from the non-gifted students in some of the dimensions of self-concept (i.e., a person's perception of him/herself). However, the current research on giftedness has evolved to introduce new possible moderators of these differences so it has become necessary to carry out an update on the topic. The aim of the present meta-analysis (reference: CRD42018094723) was to synthesise the studies since 2005 on differences in self-concept between gifted and non-gifted students. The results showed that gifted students have higher levels of general and academic self-concept, especially in math self-concept. However, no differences were found in behavioural and emotion-al self-concepts, and only slightly lower scores in social self-concept. In physical self-concept they scored significantly lower than non-gifted stu-dents. The differences in this sub-dimension are moderated by identifica-tion procedures, geographical area, and age, so it is suggested that social stereotypes about giftedness as well as physical activity habits may be some of the reasons for these differences.
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