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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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High ability students have differential cognitive characteristics that require a specific educational response to develop their full potential. Cluster ability grouping is one of the available approaches to respond to their training. One of the main criticisms of this teaching method, also supported by the big-fish-little-pond effect (BFLPE), is that high ability students may show a decrease in their self-concept. The aim of this research is to present the evaluation carried out by parents of primary school high ability students on the effect of an educational cluster grouping program on their personal and social adjustment, comparing these variables before the beginning of the school year and at the end of it. Approximately 100 students' parents of the Educational Centre for Highly Ability Pupils participated in the evaluation. The instrument used for the evaluation was the Socialization Battery (BAS-2) for parents. The results showed that parents observed some improvements, either due to an increase in the scales measuring positive socialization variables or a decrease in the scales measuring negative socialization variables. The most substantial improvements are found in the second and third grades. We conclude that the results do not support the big-fish-little-pond effect (BFLPE).

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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.

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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.

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Background: Gifted and talented students have different functioning in some components of executive functions, such as working memory. This meta-analysis examines the differences between students with high abilities and with average intelligence in working memory. Method: A total of 17 articles with 33 different studies were analyzed. A random effects model was used, calculating the effect size with Hedges g. The moderating variables were analyzed using a meta-regression model for continuous variables and ANOVA for categorical variables. Results: Results show an average effect size of g+=0.80 (95% CI: 0.621, 0.976) and high heterogeneity (Q(32)=196.966; p<.001; I2=83.754%). In the studies that measured verbal working memory, the effect size was g+=0.969 (95% CI: 0.697, 1.241) and heterogeneity I2=83.416%. In those assessing visual working memory, g+=0.674 (95% CI: 0.443, 0.906) and the heterogeneity was 83.416%. The analysis of the moderating variables identified the way of measuring working memory as the only significant variable. Conclusions: There is a significant effect in favor of gifted and talented students in both verbal and visual working memory, with significant influence of the procedure used to measure working memory

Antecedentes: los estudiantes superdotados y con talento tienen un funcionamiento diferencial en algunas componentes de las funciones ejecutivas como la memoria de trabajo. Este meta-análisis estudia las diferencias entre estudiantes con alta capacidad intelectual y con inteligencia promedio en memoria de trabajo. Método: un total de 17 artículos con 33 estudios diferenciados fueron analizados. Se empleó un modelo de efectos aleatorios, calculando el tamaño del efecto con g de Hedges. Las variables moderadoras se analizaron empleando una meta-regresión para las continuas y ANOVA para las categóricas. Resultados: los resultados muestran un tamaño del efecto de g+=0.80 (95% CI: 0.621, 0.976) y una alta heterogeneidad (Q(32)=196.966; p<.001; I2=83.754%). En los estudios que miden memoria de trabajo verbal, el tamaño del efecto fue de g+=0.969 (95% CI: 0.697, 1.241) y la heterogeneidad I2=83.416%. En los que evalúan memoria de trabajo visual, g+=0.674 (95% CI: 0.443, 0.906) y la heterogeneidad I2 =83.416%. El análisis de variables moderadoras identificó la forma de medir la memoria de trabajo como la única variable significativa. Conclusiones: existe un efecto significativo en favor de los estudiantes superdotados y con talento, tanto en memoria de trabajo verbal como visual, con influencia del procedimiento utilizado para medir memoria de trabajo

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BACKGROUND: Gifted and talented students have different functioning in some components of executive functions, such as working memory. This meta-analysis examines the differences between students with high abilities and with average intelligence in working memory. METHOD: A total of 17 articles with 33 different studies were analyzed. A random effects model was used, calculating the effect size with Hedges g. The moderating variables were analyzed using a meta-regression model for continuous variables and ANOVA for categorical variables. RESULTS: Results show an average effect size of g +=0.80 (95% CI: 0.621, 0.976) and high heterogeneity (Q(32)=196.966; <.001; I2 =83.754%). In the studies that measured verbal working memory, the effect size was g +=0.969 (95% CI: 0.697, 1.241) and heterogeneity I2 =83.416%. In those assessing visual working memory, g +=0.674 (95% CI: 0.443, 0.906) and the heterogeneity was 83.416%. The analysis of the moderating variables identified the way of measuring working memory as the only significant variable. CONCLUSIONS: There is a significant effect in favor of gifted and talented students in both verbal and visual working memory, with significant influence of the procedure used to measure working memory.

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Students who have high abilities demand educational responses, both inside and outside of the classroom. The best type of educational strategy depends on the characteristics of the students, the school, the educational system, and the country. For this reason, the level of attention paid to high-ability students can vary across nations. To guarantee the efficacy of programs that are implemented both inside and outside of school, it is essential to offer to these students the support that they need. The students' parents are a fundamental component of this scenario. This study evaluates the educational support provided to students with high abilities from a parental perspective. This study's aim is to evaluate the opinions that parents in several countries hold about the educational responses to gifted students, as well as to compare the types of strategies implemented in these countries' respective educational systems. Parents of students with high abilities completed an ad hoc online questionnaire that was designed to identify the types of educational responses, the students' participation in enrichment programs (inside and outside of school), the parents' level of satisfaction with these programs, and any difficulties or problems that occurred. A mixed methodology was used, with both quantitative and qualitative survey questions. ALCESTE software was used to analyze the open-ended (qualitative) questions. This research, which was directed by the Network of Research, Intervention and Evaluation in High Intellectual Abilities, focused on three countries: Mexico, Argentina, and Spain. Descriptive analysis were carried out for analyzing the questions related with the educational support and demographic information. Qualitative analysis were used to analyze open-ended questions. The results provide evidence on which types of educational responses are being implemented in those countries, how they are being used, and whether they offer appropriate support for the needs of high-ability students.

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La inadaptación personal y social de las personas con altas capacidades intelectuales es un tema de debate en la literatura. Las discrepancias encontradas entre las evidencias a favor y en contra del ajuste de las personas superdotadas se pueden explicar apelando a sesgos conceptuales y metodológicos. En el presente estudio se contrasta la relación entre adaptación y altas capacidades en una muestra de adolescentes canarios, utilizando un procedimiento de criba basado en la puntuación en inteligencia. Los resultados muestran que aunque los adolescentes con altas capacidades difieren de forma significativa de sus compañeros controles en variables socioeconómicas y en rendimiento académico, no se presentan diferencias en su adaptación personal, social y escolar. Se concluye que inadaptación y alta capacidad intelectual son variables independientes, y no hay evidencias que permitan sostener que los individuos más dotados son inadaptados (AU)

Personal and social adjustment of high-ability children and adolescents is a very important issue in the specialized literature. The differences found between data for and against appropriate adjustment in gifted children and adolescents could be explained by conceptual or methodological biases. In this work, the relation between adjustment and high abilities are contrasted in a sample of teenagers from the Canary Islands, using a screening procedure based on their scores in intelligence tests. Results show that, although gifted adolescents differ significantly from their peers in the control group in socio-economic variables and academic performance, there are no differences in personal, social and educational adjustment. We conclude that adjustment problems and high ability are independent variables, and there is no evidence to support that gifted individuals have adjustment problems (AU)

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Personal and social adjustment of high-ability children and adolescents is a very important issue in the specialized literature. The differences found between data for and against appropriate adjustment in gifted children and adolescents could be explained by conceptual or methodological biases. In this work, the relation between adjustment and high abilities are contrasted in a sample of teenagers from the Canary Islands, using a screening procedure based on their scores in intelligence tests. Results show that, although gifted adolescents differ significantly from their peers in the control group in socio-economic variables and academic performance, there are no differences in personal, social and educational adjustment. We conclude that adjustment problems and high ability are independent variables, and there is no evidence to support that gifted individuals have adjustment problems.

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La soledad es una experiencia desagradable que se produce cuando la red social de una persona es deficiente de forma significativa en calidad o cantidad, y ello es asociado con sentimientos negativos. La soledad es un constructo fundamental para conocer determinados procesos psicológicos, especialmente en el ámbito clínico. Para medirlo se han desarrollado diversos instrumentos, uno de los más populares y de más amplia aplicación es la escala de Soledad de UCLA, que ha sido utilizado en diversas poblaciones. La estructura factorial de este instrumento es un aspecto controvertido, pues mientras en su origen y en diversos estudios se la ha obtenido unifactorial, en otros estudios la estructura resultante es multifactorial. En el trabajo que aquí presentamos se aplicó la escala a estudiantes de primer curso de universidad de titulaciones en las distintas divisiones de conocimiento, tanto en la Universidad de La Laguna como en la de Bari (Italia). Los resultados muestran una estructura multifactorial en ambas poblaciones. Se presenta, tras los estudios pertinentes, una solución bifactorial, coherente tanto a nivel teórico como analítico

Loneliness is an unpleasant experience that takes place when a person’s network of social relationships is significantly deficient in quality and quantity, and it is associated with negative feelings. Loneliness is a fundamental construct that provides information about several psychological processes, especially in the clinical setting. It is well known that this construct is related to isolation and emotional loneliness. One of the most well-known psychometric instruments to measure loneliness is the revised UCLA Loneliness Scale. which has been factorized in several populations. A controversial issue related to the UCLA Loneliness Scale is its factor structure, because the test was first created based on a unidimensional structure; however, subsequent research has proved that its structure may be bipolar or even multidimensional. In the present work, the UCLA Loneliness Scale was completed by two populations: Spanish and Italian undergraduate university students. Results show a multifactorial structure in both samples. This research presents a theoretically and analytically coherent bifactorial structure

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Loneliness is an unpleasant experience that takes place when a person's network of social relationships is significantly deficient in quality and quantity, and it is associated with negative feelings. Loneliness is a fundamental construct that provides information about several psychological processes, especially in the clinical setting. It is well known that this construct is related to isolation and emotional loneliness. One of the most well-known psychometric instruments to measure loneliness is the revised UCLA Loneliness Scale, which has been factorized in several populations. A controversial issue related to the UCLA Loneliness Scale is its factor structure, because the test was first created based on a unidimensional structure; however, subsequent research has proved that its structure may be bipolar or even multidimensional. In the present work, the UCLA Loneliness Scale was completed by two populations: Spanish and Italian undergraduate university students. Results show a multifactorial structure in both samples. This research presents a theoretically and analytically coherent bifactorial structure.

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