The goal of this research is to know and compare the emotions and reactions to confinement due to the COVID-19 pandemic in children and adolescents with high abilities and community samples. This is a mixed study with an exploratory reach that is descriptive, and which combines survey and qualitative methodologies to examine the emotions and reactions to confinement experiences of children and adolescents aged between 5 and 14 years. An online poll was designed with 46 questions, grouped into three sections: (1) General Data, (2) Reactions to the health contingencies of COVID-19, and (3) Positive and negative emotions. This last section was included the Oros’ positive emotions questionnaire (2014) and the scales of the negative effect of the PANAS Schedule positive and negative affect on children and adolescents between 8 and 14 years old (Sandin, 2003). Data were collected online with a convenience sample. Quantitative data were analyzed with the SPSS statistics program and qualitative data with Alceste software. Among the main findings is the fact that there are no significant differences between the groups by ability in terms of reactions and emotions; however, there are differences between age groups and sex. The study discusses the implications for educational intervention in situations like the current pandemic.

Household confinement due to the rapid spread of the pandemic caused by COVID-19 has brought very significant changes, such as the forced stay-at-home of children due to the closure of schools. This has meant drastic changes in the organization of daily life and restrictions on their activities, including exercise, which could affect the quality of life of the children due to its importance. In order to study the relationship between physical activity and psychological well-being of minors, a study has been carried out with Mixed Methods Research, combining survey methodology with transversal design with qualitative methodology using discourse analysis. A total of 234 parents of minors in Spain and several Spanish-speaking countries in America participated. The instrument was a questionnaire in Google Forms, which included the Kidscreen-27 quality of life scale. The results show significant differences in both the type of physical activity and its frequency due to age, and differences in parents’ perception of whether their children’s physical activity levels were sufficient or not, both on the health, mood and school subscales, and in the categorization of open responses referring to concerns due to the pandemic, analyzed with the ALCESTE technique. The relationship between physical activity of children and adolescents and quality of life is clearly concluded.

This article presents and describes an extracurricular enrichment intervention program to promote the development of resilience factors, aimed at teenagers with high abilities from vulnerable social contexts. In addition, its effects on aspects related to creativity and resilience are explored. This program proposes a series of creative and meaningful activities so that students can explore, experiment, express their emotions and analytically contrast their own identity characteristics with their surrounding reality. A comparative case study was carried out with a mixed methodological approach. Three students (two male and one female) of 13 and 14 years of age and with high abilities, who attended a public middle school located in a disadvantaged sector of the Mexican capital, participated. The program was developed over nine sessions (90 min each), over two months. The quantitative analysis did not show significant differences in the creativity and resilience factors. However, the qualitative analysis of the tasks and products created by the participants has provided positive evidence about the program’s contribution to enhancing their self-knowledge and coping skills, considering the adversities of their family, school and social contexts.

The health alert caused by the COVID-19 pandemic and the lockdown have caused significant changes in people’s lives. Therefore, it has been essential to study the quality of life, especially in vulnerable populations, including children and adolescents. In this work, the psychological well-being, distribution of tasks and routines, as well as the physical activity done by children and adolescents from two samples: community and high abilities, have been analyzed. The methodology used was Mixed Method Research, through a survey conducted online through social networks. The informants were the parents of the children and adolescents, 209 in the community sample and 116 in the high ability sample. The instrument used was a questionnaire implemented through Google Forms, with open and closed questions, including the Kidscreen-27 scale to measure well-being. The assessment of the adequacy of the physical activity levels was analyzed through ALCESTE. The results showed the absence of differences between students from community samples and those with high capacities in well-being and physical activity. Parents residing in Spain observed less play time in the high ability sample, and more time spent on homework, whether or not they have a diagnosis of high ability. It is concluded that these results question the misconceptions held about high ability students in terms of poorer personal adjustment and better interest in physical activities.

ResumenEntre los estudios sobre las características socioafectivas del alumnado con altas capacidades, se pueden encontrar dos enfoques. En el primero se afirma que estos alumnos afrontan mejor los conflictos personales y sociales que sus iguales sin altas capacidades. En el segundo se aporta evidencia de que estos alumnos están en riesgo de padecer problemas emocionales y sociales. En ese sentido, el objetivo de esta investigación es conocer las características socio-afectivas que presentan niños con altas capacidades al inicio de un programa de enriquecimiento extracurricular de corte socioafectivo, con el fin de orientar la atención educativa.Palabras clave: altas capacidades, habilidades sociales, intervención educativa. AbstractAmong the studies on the socio-affective characteristics of gifted students, you can find two approaches. The first states that these students cope better personal conflicts and social tan peers without higher capacities. The second evidence that these students are at risk for emotional and social problems is provided. In that sense, the objective of this research is to understand the socio-affective characteristics that gifted children have at the beginning of a school enrichment program of social and emotional court, in order to direct educational services. Keywords: gifted, social skills, educational intervention. La investigación acerca de los niños y niñas con las altas capacidades ha cobrado mayor interés dentro del campo educativo. Dentro de los estudios consultados se ha encontrado que un número amplio de ellos se dedica a la conceptualización, la identificación e intervención educativa; así mismo, se destacan aquellos que se centran en la necesidad de conocer y potenciar el desarrollo integral de un niño o una niña con alta capacidad en todos los ámbitos donde se encuentre inmerso (Comes, Díaz, Luque & Moliner, 2008). A pesar de poseer características singulares que los podría hacer destacar en cualquier área del desarrollo humano, encontramos que esta población puede enfrentarse a una serie de problemas. Narea, Lissi & Arancibia (2006), manifiestan que los niños con altas capacidades están en riesgo de limitar sus habilidades durante el desarrollo, debido a las creencias y mitos acerca de ellos. Castro (2008) y López (2008) hacen referencia a los principales mitos sobre niños con altas capacidades, tales como la consideración que nunca tienen dificultades en la escuela, que siempre obtienen buenas calificaciones, que son personas retraídas, que no necesitan la ayuda de nadie, que son genios, que siempre son superiores físicamente, por mencionar solo algunos. Estos mitos han ido disminuyendo gracias a las investigaciones que se realizan acerca de esta temática, pero aún están presentes en gran parte de la población.En ese sentido, es importante considerar el trabajo de forma multidimensional para la atención educativa de los alumnos con altas capacidades, con el objetivo de satisfacer todas las necesidades personales y sociales.Particularmente, el estudio sobre el desarroll...

For some decades we can find studies where perceptions and family attitudes toward children with giftedness are discussed, leading to the conclusion that children with these characteristics should be perceived and studied as part of an ecosystem that should include both family, and the college and the inner world of the child. Unfortunately in Mexico, studies about families of gifted children are scarce. Hence, the study has two aims: first, to identify the characteristics of 30 Mexican families, with at least one gifted child; second, to propose educational orientation for their families. Two questionnaires were designed. One of them gathers information about: age of parents, parents' education, number of family members and general characteristics of their gifted children. The other questionnaire collects the opinion about what does it mean for parents to have a talented or gifted child. A program is proposed to work with parents around the more relevant issues regarding their child and the family.

This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007;2012), consists in the instruction, prior to the learning task, from a series of communication rules extracted from literature about effective collaboration. The study was carried out with 60 college students, grouped in 20 triads. Each triad was assigned to one of two conditions: with social regulatory support or without support. The students did a face-to-face collaborative task of reading comprehension, using the strategy of collaborative construction of concept maps from the information presented in the multimedia material. The performance was valued according to the quality of the concept maps, and the level of collaboration perceived by each member of the teams was tested. We found that the condition with social regulatory support promoted higher quality concept maps; however, the social regulatory support had significant effect on the levels of collaboration perceived by the team members. In the conclusions are pointed the reach of these results for the design and implementation of collaborative interventions, based on the use of multimedia materials.

The educational attention of students with outstanding abilities, in the regular school, has become a great challenge for the Mexican educational system, therefore, the objective of this article is to review in different documentary sources, investigations carried out in Mexico during the period 2010- 2020 where the intervention programs or strategies aimed at this population are highlighted. To this end, the design of this research is descriptive with a search of scientific literature that has included the period of time 2010-2020 in the Researchgate, Scielo, Scopus, Dialnet and Redalyc databases. In addition, the official information of the Secretariat of Public Education of Mexico (SEP) and a bibliographic review in national libraries have been considered. Once the previous objective has been achieved, it is expected that the teacher's knowledge of the educational intervention strategies and the intervention programs presented here will favor the design and implementation of curricular adjustments for the educational inclusion of students with high abilities in regular schools.