Evaluation of the Effects of Grouping High Capacity Students in Academic Achievement and Creativity

Valadez, Dolores; Betancourt, Julián; Flores, Juan Francisco; Rodríguez-Naveiras, Elena; Rosal, África Borges del

doi:10.3390/su12114513

Cited by 4 publications

(2 citation statements)

References 41 publications

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“…Finally, it should be noted that creativity is multimodal [31]. Although important achievements are observed in narrative creativity, the same does not happen with graphic creativity, and this has also been observed in other studies that have used the same test [40,59]. It is widely known in the literature that the label of creativity encompasses a wide variety of concepts.…”

Section: Discussionmentioning

confidence: 71%

Differences between Creativity and Gender in Students with High Abilities Attending a School with Total Grouping

et al. 2022

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Background: Creativity is one of the most relevant aspects in students’ training. One of the purposes of the present work is to show the lack of differences between boys and girls in creativity; the other is the possibility of improving creativity among high-ability students who received specific training as part of their intra-curricular content in a total grouping program for gifted students. Method: The sample consisted of 42 students from first to third grade (13 females and 29 males) and 58 students from fourth to sixth grade (21 females and 37 males). Creativity was measured with the CREA test for younger students and with the PIC-N for older students. Training was carried out through an Integral Innovation and Creativity Program (PIIC). Results: The results showed no differences between genders, except in one of the graphic creativity scales (Details). There were improvements due to the training in all measures of narrative creativity and in the scale of elaboration of graphic creativity. Conclusions: The main conclusions are the importance of increasing creativity with specific programs and the need to improve interventions in graphic creativity.

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Section: Discussionmentioning

confidence: 71%

Differences between Creativity and Gender in Students with High Abilities Attending a School with Total Grouping

et al. 2022

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“…In addition, ability grouping is an easier and faster strategy to provide them with opportunities to go beyond the regular curriculum without hindering school administration. Most importantly, it improves academic performance, social skills, and creativity, all of which are important in preparing adolescent students for a healthy adult life ( Valadez et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Boredom and its perceived impact in adolescents with exceptional mathematical talent: a sequential mixed-methods study in Paraguay

Vuyk,

Montania,

Barrios

2024

Front. Sociol.

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IntroductionBoredom, a state where the task at hand presents difficulties in attentional resources and attributed meaning, can be detrimental to talent development by reducing cognitive engagement. This study employed a mixed sequential design to assess boredom in adolescents with exceptional mathematical talent in Paraguay participating in a talent development program.MethodsFirst, in the quantitative phase 54 students completed the Boredom Short Scale, School Attitudes Assessment Survey-Revised, and Psychological Well-Being Scale for Adolescents. Next, in the qualitative phase 50 students participated in focus groups to explore their personal experiences of boredom, along with their perception of possible factors that impact boredom.ResultsBoredom in this population was similar to the general population of adolescents, albeit significant differences existed in items and subscales showing a pattern unique to this population; they tended to become bored quicker but had an easier time sparking interest in activities. Higher boredom had small to moderate correlations with worse attitudes at school and with teachers, lower motivation and self-regulation in academic activities, lower self-control, and lower involvement in personal projects. Higher valuation of goals and academic self-perception related with a lower tendency toward boredom only in the context of a talent development program, but not at school. Boredom seemed multifaceted, with dimensions such as the absence of meaning, superficial entertainment, and wasted time. Contributing factors included waiting for other people’s slower pace, limited choices, lack of novelty, insufficient intellectual challenge, and the influence of teachers and social dynamics. Coping mechanisms included inner intellectual stimulation, seeking entertainment and escape, pursuing independent learning, extracurricular activities, like-minded peers, and extreme sensation-seeking.DiscussionFostering adequate challenge and support in advanced academic endeavors for the development of mathematical talent can prevent negative consequences associated with boredom in exceptionally talented populations.

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Predicting the error in student's grades using an outlier approach

Batri¹,

Sivaram²,

Ahmed³

et al. 2023

Proceedings of the 1st International Conference on Frontier of Digital Technology Towards a Sustainable Society

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Evaluation of the Effects of Grouping High Capacity Students in Academic Achievement and Creativity

Cited by 4 publications

References 41 publications

Differences between Creativity and Gender in Students with High Abilities Attending a School with Total Grouping

Differences between Creativity and Gender in Students with High Abilities Attending a School with Total Grouping

Boredom and its perceived impact in adolescents with exceptional mathematical talent: a sequential mixed-methods study in Paraguay

Predicting the error in student's grades using an outlier approach

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