Marta Tourón e-mail(Inicie sesión) , Javier Tourón e-mail(Inicie sesión) , Enrique Navarro-Asencio e-mail(Inicie sesión)

Contenido principal del artículo

Autores/as

Marta Tourón e-mail(Inicie sesión)
Javier Tourón e-mail(Inicie sesión)
Enrique Navarro-Asencio e-mail(Inicie sesión)

Resumen

206

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.

Palabras clave

Altas Capacidades, Escala de Detección, Identificación, Validez de Constructo

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Biografía del autor/a

Marta Tourón, Facultad de Educación. Universidad Internacional de La Rioja. Av. de la Paz 137, 26006, Logroño, La Rioja (España)

Teacher and Researcher at Universidad Internacional de La Rioja.

Gifted Education Specialist. Former Academic Director of CTY Spain, Center for Talented Youth Internacional Charter Member, Johns Hopkins University. Counselor and family advisor on Gifted Education. Educational consultant for teachers and schools. Member of the team for the adaptation of Renzulli Learning System to the Spanish language.
Interests and experience in educational measurement, identification of giftedness and educational programs for talent development.

Javier Tourón, Facultad de Educación. Universidad Internacional de La Rioja. Av. de la Paz 137, 26006, Logroño, La Rioja (España)

Emeritus Professor of Research Methods in Education (UNIR).
Former President of the European Council for High ability (2000-2004).
Member of the National Advisory Council of the Center for Talented Youth (CTY) at Johns Hopkins University (2003-2011).
Founder and director of the center for the educational attention of high ability students CTY Spain, International Charter Member of the CTY of the Johns Hopkins University (2001-2011).

Enrique Navarro-Asencio, Departamento de Investigación y Psicología en Educación. Facultad de Educación-Centro de Formación delProfesorado. Universidad Complutense de Madrid. Edificio La Almudena. C/ Rector Royo Villanova 1, Ciudad Universitaria, 28040, Madrid (España)