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Education Sciences
Special Issues
Talent and Education: Approaches, Assessments and Intervention
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Talent and Education: Approaches, Assessments and Intervention

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 December 2023) | Viewed by 2992

Special Issue Editors

Prof. Dr. Africa Borges

E-Mail Website
Guest Editor
Department of Clinical Psychology, Psychobiology and Methodology, University of La Laguna, 38200 San Cristóbal de La Laguna, Spain
Interests: high ability; methodology
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Leire Aperribai

E-Mail Website
Guest Editor
Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country UPV/EHU, 20018 Donostia-San Sebastián, Spain
Interests: high ability; clinical psychology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The treatment of talent is an important issue in education. It is firstly important to identify it, in order to then provide the most appropriate educational response for talented students. For this reason, this monograph aims to collate research on this topic, in its various aspects, with a specific focus on the different talents (creative, intellectual, musical, and artistic), the processes to determine that they exist, the educational response and their evaluation, as well as more theoretical aspects (such as the characterization of talent and its related variables).

I/we look forward to receiving your contributions. 

Prof. Dr. Africa Borges
Prof. Dr. Leire Aperribai 
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • talent
  • diversity
  • characterization
  • education
  • approach
  • assessment
  • intervention

Published Papers (2 papers)

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Research

11 pages, 264 KiB  
Article
Creativity and Decision Making in Giftedness
by María de los Dolores Valadez Sierra, Celia Josefina Rodríguez Cervantes, Emilio Verche and Beatriz Verónica Panduro Espinoza
Educ. Sci. 2024, 14(3), 251; https://doi.org/10.3390/educsci14030251 - 28 Feb 2024
Viewed by 811
Abstract
Creativity is the ability to re-experience mental representations and is the basis of intuitive thinking when constructing images prior to the elaboration of an action plan. Creativity is thought to be related to orbitofrontal functions that govern decision making, such as inhibitory control, [...] Read more.
Creativity is the ability to re-experience mental representations and is the basis of intuitive thinking when constructing images prior to the elaboration of an action plan. Creativity is thought to be related to orbitofrontal functions that govern decision making, such as inhibitory control, risk–benefit evaluation and acceptance of limits and rules, given that these processes prepare one against possible scenarios. Objective: In this study, the relationship between creativity and decision making is investigated to understand the needs of gifted students. Method: A cross-sectional descriptive study was carried out with gifted students (IQ mean = 133) aged 8–10 years old (n = 25). Instruments: Creative Imagination Test (PIC) and subtests of the Neuropsychological Battery of Executive Functions and Frontal Lobes (BANFE-2) were employed. Analysis: A Spearman correlation analysis was conducted between the normalized BANFE-2 scores and the percentiles of PIC. Results: Moderate correlations were found between creative/narrative flexibility and decision making/risk percentage (r = 0.432, p ≤ 0.05) and decision making/response-effectiveness (r = 0.426, p ≤ 0.05), as well as between graphic creativity/shadow and color with decision making/response-effectiveness (r = 0.452, p ≤ 0.05) and inhibition (r = 0.673, p ≤ 0.01); moderate negative correlations were found between inhibition and graphic creativity/title (r = −0.570, p ≤ 0.05) and general graphic creativity (r = −0.489, p ≤ 0.05). Conclusions: Creativity in students with intellectual giftedness is favored by a relationship with orbitofrontal functions. Analysis of risk situations and effective decision making increase narrative creation and diminished inhibition allows for greater creative graphic production. Full article
(This article belongs to the Special Issue Talent and Education: Approaches, Assessments and Intervention)
14 pages, 970 KiB  
Article
The Effects of Attitudes towards Mathematics and STEM Education on High-Ability Students and a Community Sample
by Elena Rodríguez-Naveiras, Sergio Chinea, Triana Aguirre, Nathalia Manduca, Teresa González Pérez and África Borges
Educ. Sci. 2024, 14(1), 41; https://doi.org/10.3390/educsci14010041 - 29 Dec 2023
Viewed by 1662
Abstract
Mathematic proficiency has long been associated with the male gender and with high levels of intelligence. Similarly, STEM careers have been linked to the male gender, so both ideas are central to the present article. This study aims to observe differences in attitudes [...] Read more.
Mathematic proficiency has long been associated with the male gender and with high levels of intelligence. Similarly, STEM careers have been linked to the male gender, so both ideas are central to the present article. This study aims to observe differences in attitudes towards mathematic and STEM careers, considering, on the one hand, gender differences and, on the other hand, intelligence, separating the latter variable into a high-ability group and a normative intelligence group. A mixed methods approach was used for the analysis due to its methodological richness, using a reduced version of the Expectations and Values Questionnaire (EVQ) analysed using SPSS v. 25 and two open-ended questions analysed qualitatively using the ALCESTE software. v.1. The results show differences as a function of intelligence, but no gender differences were observed. It is concluded that the results challenge historical conceptions of attitudes towards mathematic and STEM careers. Full article
(This article belongs to the Special Issue Talent and Education: Approaches, Assessments and Intervention)
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