Perceptions of Giftedness among University Faculty in Spain
Saved in:
| Title: | Perceptions of Giftedness among University Faculty in Spain |
|---|---|
| Language: | English |
| Authors: | Tania Pasarín-Lavín, Trinidad García, Paloma Merello (ORCID |
| Source: | Journal for the Education of the Gifted. 2026 49(2):119-150. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Faculty, Teacher Attitudes, Academically Gifted, Gender Differences, Teaching Experience, Teacher Education, Acceleration (Education), Stereotypes, Bias, Age Differences, Experience, Ability Grouping |
| Geographic Terms: | Spain |
| DOI: | 10.1177/01623532261432681 |
| ISSN: | 0162-3532 2162-9501 |
| Abstract: | This study investigates the attitudes of Spanish higher education faculty toward gifted students. A total of 1,298 university faculty from arts, social sciences, health sciences, sciences, and engineering answered an adapted version of a questionnaire that focuses on people's opinions about the gifted and their education. Quantitative analysis used parametric and nonparametric tests and multivariate regression models to identify patterns in attitudes toward giftedness. Results revealed that individuals who suspected their giftedness scored significantly higher across all measured dimensions, suggesting a potential confirmation bias. Gender emerged as a key factor, with women, particularly those with personal connections to giftedness, exhibiting a heightened sensitivity to the needs of gifted students. Faculty training and experience with gifted students improved overall attitudes but did not significantly influence the acceptance of grouping and acceleration practices, indicating gaps in training programs. These findings highlight the need for more effective faculty training initiatives and university policies to better support gifted students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505948 |
| Database: | ERIC |
| Abstract: | This study investigates the attitudes of Spanish higher education faculty toward gifted students. A total of 1,298 university faculty from arts, social sciences, health sciences, sciences, and engineering answered an adapted version of a questionnaire that focuses on people's opinions about the gifted and their education. Quantitative analysis used parametric and nonparametric tests and multivariate regression models to identify patterns in attitudes toward giftedness. Results revealed that individuals who suspected their giftedness scored significantly higher across all measured dimensions, suggesting a potential confirmation bias. Gender emerged as a key factor, with women, particularly those with personal connections to giftedness, exhibiting a heightened sensitivity to the needs of gifted students. Faculty training and experience with gifted students improved overall attitudes but did not significantly influence the acceptance of grouping and acceleration practices, indicating gaps in training programs. These findings highlight the need for more effective faculty training initiatives and university policies to better support gifted students. |
|---|---|
| ISSN: | 0162-3532 2162-9501 |
| DOI: | 10.1177/01623532261432681 |
