![]() ![]() Traditionally, intellectual ability was the central variable used to discriminate high-ability individuals from the average population. It is therefore fundamental that schools and professionals are provided with the right tools to identify high-ability students as early as possible ( Reis and Renzulli, 2010). However, regardless of the theoretical model, there is agreement today that higher intellectual ability is a multi-dimensional construct, and that more human and material resources are needed to identify this often-latent potential in order to provide appropriate educational support to such students ( Tourón et al., 1998 Pfeiffer, 2015). These authors take into account a student’s intellectual abilities, while also emphasizing the relevance of certain personality traits and the role of stimulating social environments that can effectively favor an individual’s learning in specific fields. (2007), and Pfeiffer, (2012) consider high-ability children as those who demonstrate a higher likelihood of attaining significant achievements in culturally valued domains. Other authors such as Jeltova and Grigorenko (2005), Calero et al. However, this is not the only model to be considered. Moreover, some studies show that gifted learners are more creative than average learners, for example, when evaluating divergent thinking or amount of original ideas ( Ferrando et al., 2008 Jauk et al., 2013). In which the creativity acquiring, at a practical level, great protagonism, above-average commitment. This model has been used as a reference in Spanish schools to determine which students are gifted and which students are not gifted. This author defined high intellectual ability as a consistent interaction between three basic human traits that characterize high-ability people: (a) above-average general intelligence (b) creativity (defined as “that cluster of traits that encompasses curiosity, originality, ingenuity, and a willingness to challenge convention and tradition” and (c) task commitment (which “represents a non-intellective cluster of traits found consistently in creative and productive individuals, including perseverance, determination, will power or positive energy”) ( Renzulli, 2012). This model has helped establish some of the general criteria being used to classify students with higher abilities today. One of the models that has received more attention is the Three-Ring Conception of Giftedness by Renzulli (1978). The different conceptualizations of higher intellectual abilities, either from educational, socio-political or psychometric perspectives, have traditionally tried to identify those children who are exceptional ( Pfeiffer, 2015). 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. Identifying students with higher abilities has become a subject of great interest for researchers, education administrators, teachers and families alike. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure (i.e., creativity) in order to create a multi-criteria means of detection that can more efficiently distinguish this population of students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. The study sample comprised 236 primary school students. 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. 3Asunción León-Primary and Secondary School, León, Spain.2Department of Psychology, Sociology and Philosophy, Faculty of Education, León University, León, Spain.1Faculty of Psychology, Oviedo University, Oviedo, Spain.Estrella Fernández 1*, Trinidad García 1, Olga Arias-Gundín 2, Almudena Vázquez 3 and Celestino Rodríguez 1
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