Publication: Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students
Authors
Purificación Checa Fernández ; Carmen Ferrándiz García ; Mercedes Ferrando Prieto ; Rosa Pons Parra
item.page.secondaryauthor
Facultades de la UMU::Facultad de Educación
item.page.director
Publisher
MDPI
publication.page.editor
Academic Editor: Jonathan Glazzard
publication.page.department
DOI
10.3390/educsci15091206
item.page.type
info:eu-repo/semantics/article
Description
Abstract
The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and rate their EFs using the Childhood Executive Functioning Inventory (CHEXI, Spanish version). We determined the mean differences between the EF ratings for G&T and non-G&T children. We also analyzed the differences according to the gender attributed to the G&T student, training in G&T, and familiarity with a G&T person. The results showed that G&T students were perceived as better than non-G&T students in working memory, planning, regulation, and inhibition, which is in line with previous outcomes when using performance tasks but not when using parents’ and teachers’ rating scales. Therefore, despite possessing theoretical knowledge, teachers may still fail to identify gifted students in real-life educational contexts.
publication.page.subject
Citation
Checa Fernández, P., Ferrándiz, C., Ferrando-Prieto, M., & Pons Parra, R. (2025). Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students. Education Sciences, 15(9), 1206. https://doi.org/10.3390/educsci15091206
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/