Validez de Constructo de la Escala de Detección de Alumnado con Altas Capacidades para Profesores de Educación Infantil, Gifted Rating Scales (GRS2-P), en una muestra española

Marta Tourón; Javier Tourón; Enrique Navarro-Asencio

doi:10.30827/relieve.v29i2.27787

Autores

Marta Tourón International University of La Rioja, Spain https://orcid.org/0000-0001-5430-4198
Javier Tourón International University of La Rioja, Spain https://orcid.org/0000-0001-8217-1556
Enrique Navarro-Asencio Complutense University of Madrid, Spain https://orcid.org/0000-0002-3052-146X

DOI:

https://doi.org/10.30827/relieve.v29i2.27787

Palavras-chave:

Escala de deteção, capacidades elevadas, identificação, validade de constructo, análise fatorial confirmatória

Resumo

A deteção dos estudantes com elevadas capacidades deve ser uma prioridade em qualquer sistema educativo. No nosso país, o défice da identificação é notório, em parte devido à ausência de instrumentos adequados. A participação dos professores é um elemento-chave neste processo. Este trabalho oferece a primeira validação da Escala de Deteção de Estudantes com Elevadas Capacidades para Professores de Ensino Infantil, Gifted Rating Scales (GRS2-P). Foi realizada uma análise fatorial confirmatória (CFA) para variáveis ordinais e estimativa (ULSMV) a partir de uma amostra de 134 professores. Foram testados seis modelos, dos quais foi escolhido o modelo de cinco fatores correspondente ao original da escala, que mostrou valores de ajuste adequados (c2/gl, 1,44; CFI, .92; TLI, .93; RMSEA, .057). Por seu lado, a Average Variance Explained (AVE) obteve valores entre .45 - .74. A fiabilidade composta apresenta valores entre .89 a .96. Apesar de existirem outros modelos plausíveis, optámos por esta solução ajustada à original (M1), embora se sugira a realização de novos estudos para confirmar. A importância de dispor de instrumentos com uma validação adequada é considerada essencial nos processos de deteção que devem incorporar diversas fontes de informação, como a fornecida pelos professores.

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Biografias Autor

Marta Tourón, International University of La Rioja, Spain

Doctoral Researcher at the Universidad Internacional de La Rioja (UNIR). Gifted Education Specialist. Academic Director of CTY Spain, Center for Talented Youth Internacional Charter Member, Johns Hopkins University (2001-2011). Teacher and Academic Coordinator of the Expert in Giftedness and Talent Development at the Universidad Internacional de La Rioja (UNIR). Member of the Renzulli Learning System adaptation team to the Spanish language. She has published several papers in national and international journals related to his areas of research

Javier Tourón, International University of La Rioja, Spain

Ph.D. in Biological Sciences and Ph.D. in Education. Emeritus Professor of Research Methods and Diagnosis in Education (MIDE) at the Universidad Internacional de La Rioja (UNIR). Vice- Chancellor of Innovation and Educational Development of the Universidad Internacional de La Rioja (UNIR) (2015-2021).

He has published more than 200 research papers. He is part of the Editorial Committees of some of the main Spanish and foreign magazines related to his research topics.

President of the European Council for High Ability (2000-2004). MENSA Research Foundation of USA Lifetime Achievement Award (2016). Honorary Member of the European Council for High Ability. (javiertouron.es/javier-touron/)

Enrique Navarro-Asencio, Complutense University of Madrid, Spain

PhD in Education, with Extraordinary Award, from the Universidad Complutense de Madrid (UCM) in 2013. He is currently a Full Professor, coordinates the Master in Educational Research at UCM and is Editor-in-Chief of Bordón Revista de Pedagogía. His main lines of research deal with the Evaluation of Academic Performance and associated factors and Psychometrics (email: enriquen@ucm.es)

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