Validez de Constructo de la Escala de Detección de alumnos con Altas Capacidades para Padres, (GRS 2), en España

  1. Marta Tourón 1
  2. Enrique Navarro-Asencio 2
  3. Javier Tourón 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2023

Número: 402

Páginas: 55-84

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2023-402-595 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

El desarrollo de instrumentos de medida en el ámbito de las altas capacidades en España es escaso. El déficit en la identificación de estos alumnos se debe, en parte, a esta carencia. Los sistemas actuales de evaluación se centran en un enfoque global que recomienda utilizar fuentes de información e instrumentos diversos, como las escalas de detección, que vayan más allá de las puntuaciones de los tests de inteligencia o aptitudes, entre otros. La importancia de las variables co-cognitivas, de ordinario maleables, ha sido puesta de manifiesto por muchos autores, de modo que la triangulación de fuentes de información complementarias se considera esencial. Aquí se aborda por primera vez el estudio de la validez de constructo de la Escala de Padres de las GRS 2 (Gifted Rating Scales) en España, con una muestra de 1334 padres y madres. Se llevó a cabo un estudio factorial exploratorio y confirmatorio, AFE y AFC, y se ha tenido en cuenta la métrica de las variables y su normalidad multivariada adecuando los análisis. Se emplearon métodos de estimación de mínimos cuadrados ponderados. Se han estudiado 8 modelos y, finalmente, se propone una estructura de cuatro factores de primer orden y dos factores de segundo orden que explica el 58% de la varianza. Los índices de ajuste del modelo son satisfactorios (CFI, .98; TLI, .97; GFI, .98), la validez convergente (AVE, por encima de .54) y la Fiabilidad Compuesta, con valores entre .78 y .92 muestra un resultado aceptable. La estructura propuesta mejora la original de tres factores. Esta escala es la primera validada en España y aporta una medida para la identificación de los alumnos de alta capacidad relevante. Este estudio se completará con la validación de las otras dos escalas para profesores que componen el GRS 2, y que se está llevando a cabo por los autores.

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Fuente de los datos: Dialnet