@misc{10481/106791,
year = {2025},
month = {9},
url = {https://hdl.handle.net/10481/106791},
abstract = {The aim of this study was to examine pre-service teachers’ beliefs about the executive
functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service
teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T
child and rate their EFs using the Childhood Executive Functioning Inventory (CHEXI,
Spanish version). We determined the mean differences between the EF ratings for G&T and
non-G&T children. We also analyzed the differences according to the gender attributed to
the G&T student, training in G&T, and familiarity with a G&T person. The results showed
that G&T students were perceived as better than non-G&T students in working memory,
planning, regulation, and inhibition, which is in line with previous outcomes when using
performance tasks but not when using parents’ and teachers’ rating scales. Therefore,
despite possessing theoretical knowledge, teachers may still fail to identify gifted students
in real-life educational contexts.},
organization = {Granada University (project reference
number 2022 INV-INC203-2022)},
publisher = {MDPI},
keywords = {Beliefs},
keywords = {Pre-service teachers},
keywords = {gifted and talented},
title = {Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students},
doi = {10.3390/educsci15091206},
author = {Checa Fernández, Purificación and Ferrándiz, Carmen and Ferrando-Prieto, Mercedes and Pons Parra, Rosa},
}