El rendimiento académico en alumnado con Altas Capacidades; una revisión sistemática.
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2022-12-14
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(ES) El objetivo de la presente revisión sistemática es explorar los factores que influyen en el
rendimiento académico de los estudiantes con Altas Capacidades. Para ello se analizó la literatura
existente desde 2017 hasta 2022, mediante una búsqueda en las bases de datos PubMed y PsycInfo.
Se seleccionaron 7 estudios para su revisión. Los resultados muestran un rendimiento superior de
estos alumnos en comparación con sus compañeros de inteligencia media. En cuanto a los factores
que afectan al rendimiento se identificaron como más relevantes la motivación, el uso de estrategias
de aprendizaje y la percepción de apoyo parental. Los resultados obtenidos permiten orientar en
el diseño de programas de prevención y tratamiento del fracaso escolar.
(EN) The objective of this systematic review is to explore the factors that influence academic performance of gifted students. To that end, the existing literature from 2017 to 2022 was analyzed, through a search in the PubMed and PsycInfo databases. Seven studies were selected for review. The results show a higher performance of these students compared to their average intelligence peers. Regarding the factors that affect performance, motivation, the use of learning strategies and the perception of parental support were identified as most relevant. The results obtained provide guidance in the design of programmes for the prevention and treatment of school failure.
(EN) The objective of this systematic review is to explore the factors that influence academic performance of gifted students. To that end, the existing literature from 2017 to 2022 was analyzed, through a search in the PubMed and PsycInfo databases. Seven studies were selected for review. The results show a higher performance of these students compared to their average intelligence peers. Regarding the factors that affect performance, motivation, the use of learning strategies and the perception of parental support were identified as most relevant. The results obtained provide guidance in the design of programmes for the prevention and treatment of school failure.