This study has two main aims: 1 analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades; and 2 examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify high-ability students. The study sample comprised primary school students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure i. Identifying students with higher abilities has become a subject of great interest for researchers, education administrators, teachers and families alike. However, it is also a controversial issue because there is still no agreement on which variables must be taken into account to determine whether a student has higher abilities, or how these variables should be measured in these cases.
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The research about the determinants of performance keeps on being educational and social interest. The relationship between emotional intelligence and aptitudes in academic performance is not sufficiently demonstrated, as we do not have conclusive data about the differences of gender in these variables. We also should take into account that we keep finding contradictory data in our literature reviews. In our study we will try to bring some clarity to this issue.
Our purpose was on the one hand, to determine whether there are differences by gender in emotional intelligence, aptitudes and mathematical performance and, on the other hand, check if there is a relationship between the emotional intelligence aptitudes and the mathematical performance, and finally, we wanted to determine if the emotional intelligence and aptitudes are predictive variables of the performance in mathematics in students of 6th year of primary education.
Data collection was performed during the class in 4 sessions of about one hour. Descriptive, correlational and predictive data analysis were made. The data are discussed because of its importance in explaining the poor performance in mathematics of Spanish students in international tests PISA, TIMSS , as well as promoting emotional intelligence and differential aptitudes of students as factors of academic success.
Publication Date : April 30, Year , Volume 3 , Issue 7, Pages 21 - 28 Zotero Mendeley EndNote. Abstract The research about the determinants of performance keeps on being educational and social interest. References Barna, J. How important is personal-social development to academic achievement? Professional school counseling, 14 3 , Bar-On, R.
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ISBN 13: 9788478698202
BADyG E3, M, S, batería de aptitudes diferenciales y generales