Tourón, MartaTourón, JavierNavarro Asencio, Enrique2025-12-182025-12-182023-12-11Tourón, M., Tourón, J., & Navarro-Asencio, E. (2023). Validez de Constructo de la Escala de Detección de Alumnado con Altas Capacidades para Profesores de Educación Infantil, Gifted Rating Scales (GRS2-P), en una muestra española. Relieve - Revista Electrónica De Investigación Y Evaluación Educativa, 29(2). https://doi.org/10.30827/relieve.v29i2.2778710.30827/relieve.v29i2.27787https://hdl.handle.net/20.500.14352/129294Título del ejemplar: Integridad Académica en la Era de la Inteligencia Artificial Generativa- Academic integrity in the era of generative artificial intelligence (GAI). This research was supported by funding from the Vice-rector of research of International University of La Rioja, Spain. Referencias bibliográficas: • Abdulla, A. M., & Cramond, B. (2017). After Six Decades of Systematic Study of Creativity: What do Teachers Need to Know About What it is and How it is Measured? 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Springer. https://doi.org/10.1007/978-3-319-77004-8_3 • Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (Eds.). (2019). The Psychology of High Performance: Developing Human Potential Into Domain-Specific Talent. American Psychological Association. https://doi.org/10.1037/0000120-000 • Tourón, J. (2023). ¿Puede una escuela inclusiva ignorar a sus estudiantes con altas capacidades? Entera2.0., 10, 24-46. https://ciberespiral.org/es/entera2-0-numero-10/ • Tourón, J., Martín, D., Navarro Asensio, E., Pradas, S. e Íñigo, V. (2018). Validación de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD) [Construct validation of a questionnaire to measure teachers’ digital competence (TDC)]. Revista Española de Pedagogía, 76(269), 2554. https://doi.org/10.22550/REP76-1-2018-02 • Tourón, M., Navarro-Asencio, E. & Tourón, J. (2023a). Validez de Constructo de la Escala de Detección de Alumnos con Altas Capacidades para Padres (GRS2), en España. Revista de Educación. 1 (402), 53–80. https://doi.org/10.4438/1988-592X-RE-2023-402-595 • Tourón, M.; Tourón, J.; Navarro-Asencio, E. (2023b). Validación española de la Escala de Detección de altas capacidades, Gifted Rating Scales 2 (GRS 2-S) School Form, para profesores. [Spanish Validation of the Gifted Rating Scales (GRS 2-S) School Form]. Estudios sobre Educación, 46. pre-print. • Viladrich, C., Angulo-Brunet, A., & Doval, E. (2017). A Journey Around Alpha and Omega to Estimate Internal Consistency Reliability. Annals of Psychology, 33(3), 755-782. https://doi.org/10.6018/analesps.33.3.268401 • Winner, E. & Martino, G. (2000). Giftedness in Non- Academic Domains: The Case of the Visual Arts and Music. In K.A. Heller, F.J. Monks, R.J. Sternberg, & R.F. Subotnik (Eds.), International Handbook of Giftedness and Talent, (2nd. Ed., pp. 95–110). Elsevier. https://doi.org/10.1016/B978-008043796-5/50007-3 • Xia, Y. (2016). Investigating the Chi-square Based Model-fit Indexes for WLSMV and ULSMV Estimators (Dissertation). Florida State University. http://purl.flvc.org/fsu/fd/FSU_2016SU_Xia_fsu_0071E_13379La detección del alumnado con altas capacidades debe ser una prioridad en cualquier sistema educativo. En nuestro país el déficit de la identificación es notorio, en parte por la ausencia de instrumentos adecuados. La participación de los profesores es un elemento clave en este proceso. Este trabajo ofrece la primera validación de la Escala de Detección de alumnado con Altas Capacidades para Profesores de Educación Infantil, Gifted Rating Scales (GRS 2-P). Sobre una muestra de 134 profesores se ha llevado a cabo un análisis factorial confirmatorio (CFA) para variables ordinales y estimación (ULSMV). Se han probado seis modelos, de los cuales se ha optado por el de cinco factores que corresponde al original de la escala, que ha mostrado unos valores de ajuste adecuados (c2/gl, 1.44; CFI .92; TLI, .93; RMSEA, .057). Por su parte, la Average Variance Explained (AVE) ha tomado valores entre .45 - .74. La fiabilidad compuesta muestra valores entre .89 a .96. Aunque existen otros modelos plausibles, hemos optado por esta solución ajustada al original (M1), si bien se sugiere realizar nuevos estudios para confirmar este extremo. La importancia de disponer de instrumentos con una validación adecuada se considera esencial en los procesos de detección que deben incorporar fuentes diversas de información, como la que aportan los profesores.The identification of students with high abilities must be a priority in any education system. In our country, the identification deficit is notorious, partly due to the absence of adequate instruments. The participation of teachers is a key element in this process. This work offers the first construct validation process of the Gifted Rating Scales (GRS 2-P) for Early Childhood Teachers for the identification of gifted in Spain. A confirmatory factor analysis (CFA) for ordinal variables and estimation (ULSMV) has been carried out on a sample of 134 teachers. Six models have been tested, of which the five-factor model corresponding to the original of the scale has been chosen, which has shown adequate adjustment values (2/gl, 1.44; CFI .92; TLI, .93; RMSEA, .057). For its part, the Average Variance Explained (AVE) has taken values between .45 - .74. Composite reliability shows values between .89 to .96. Although there are other empirically plausible models, we have opted for this solution adjusted to the original (M1), although further studies are suggested to confirm this point. The importance of having adequat ely validated instruments is considered essential in gifted identification processes that must incorporate various sources of information, such as that provided by teachers.A deteção dos estudantes com elevadas capacidades deve ser uma prioridade em qualquer sistema educativo. No nosso país, o défice da identificação é notório, em parte devido à ausência de instrumentos adequados. A participação dos professores é um elemento-chave neste processo. Este trabalho oferece a primeira validação da Escala de Deteção de Estudantes com Elevadas Capacidades para Professores de Ensino Infantil, Gifted Rating Scales (GRS2-P). Foi realizada uma análise fatorial confirmatória (CFA) para variáveis ordinais e estimativa (ULSMV) a partir de uma amostra de 134 professores. Foram testados seis modelos, dos quais foi escolhido o modelo de cinco fatores correspondente ao original da escala, que mostrou valores de ajuste adequados (c2/gl, 1,44; CFI, .92; TLI, .93; RMSEA, .057). Por seu lado, a Average Variance Explained (AVE) obteve valores entre .45 - .74. A fiabilidade composta apresenta valores entre .89 a .96. Apesar de existirem outros modelos plausíveis, optámos por esta solução ajustada à original (M1), embora se sugira a realização de novos estudos para confirmar. A importância de dispor de instrumentos com uma validação adequada é considerada essencial nos processos de deteção que devem incorporar diversas fontes de informação, como a fornecida pelos professores.在所有的教育系统中，资优学生的识别都应该占有重要的地位。然而我们国家在这方面的不足却非常明显 ，其中一方面的原因就是缺乏有效的工具，而另一方面，教师的参与也是保证该过程正常进行不可或缺的 因素。因此该研究对帮助幼儿教师发现资优学生的资优评定量表（GRS2-P）进行首次验证。在 134 名教师 样本上我们对定序数据和估计（ULSMV）进行验证性因子分析（CFA）。在对六个模型进行实验后，选 择了拥有与原量表对应的五个因素的模型，原因在于这个模型拥有优秀的拟合优度（c2/gl 为 1.44、 CFI 为 0 .92、TLI 为 0.93、 RMSEA 为 0.057），而且其中模型的平均提取方差值在 0.45 到 0.74 之间，组合信度 值介于 0.89 到 0.96 间。我们深知存在其他的优秀模型，最终我们决定选择这个与原模型（M1）拟合的解 决方案，但是我们仍建议进行更多的研究来证实这一点。我们还认为在识别过程中应该引入更多样的信息 源，比如教师方面可提供的信息等等，除此以外，不可忽略的重要环节便是使用经过有效验证的工具来进 行识别。ويرجع ذلك جزئيًا إلى عدم وجود األدوات المناسبة .تعد مشاركة المعلمين عنص ًرا أساسيًا في هذه العملية .يقدم هذا العمل التحقق األول تم .(P2-GRS (من مقياس الكشف للطالب ذوي القدرات العالية لمعلمي التعليم في مرحلة الطفولة المبكرة ,ومقاييس تقييم الموهوبين على عينة مكونة من 134 معل ًما .تم اختبار ستة (ULSMV (للمتغيرات الترتيبية والتقدير (CFA (إجراء التحليل العاملي التوكيدي CFI; 1.44 ,df2/c (نماذج ,تم اختيار النموذج الخماسي العامل منها ,والذي يتوافق مع أصل المقياس ,والذي أظهر قيم مالئمة مناسبة قي ًما تتراوح بين 45. - 74. .تُظهر الموثوقية (AVE (من جانبه، أخذ متوسط التباين الموضح .(.057 ،RMSEA; .93 ,TLI; .92 المركبة قي ًما تتراوح بين 89. إلى 96. .وعلى الرغم من وجود نماذج أخرى معقولة ,فقد اخترنا هذا الحل المعدل إلى الحل األصلي على الرغم من أنه يقترح إجراء دراسات جديدة لتأكيد ذلك .تعتبر أهمية وجود األدوات ذات التحقق المناسب أمًرا ضروريًا في ,(1M( عمليات الكشف التي يجب أن تتضمن مصادر متنوعة للمعلومات، مثل تلك التي يقدمها المعلمونspaAttribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/journal article1134-4032https://doi.org/10.30827/RELIEVE.V29I2.27787https://produccioncientifica.ucm.es/documentos/6581eb2130db2961192d87d9https://dialnet.unirioja.es/servlet/articulo?codigo=9224190https://dialnet.unirioja.es/servlet/revista?codigo=2089https://revistaseug.ugr.es/index.php/RELIEVE/article/view/27787https://revistaseug.ugr.es/index.php/RELIEVE/indexhttps://dialnet.unirioja.es/metricas/documentos/ARTREV/9224190open access159.924-053.237.015.3159.928.22159.928.2.07237.012371.13Escala de detecciónAltas capacidadesIdentificaciónValidez de constructoAnálisis factorial confirmatorioGifted rating scalesHigh abilityGifted identificationConstruct validityConfirmatory actor analysiEscala de deteçãoCapacidades elevadasIdentificaçãoValidade de constructoAnálise fatorial confirmatóriaMétodos de investigación en educaciónTests psicológicosPsicometríaPsicología (Educación)Aptitudes e inteligencia (Psicología)Formación del profesorado5801 Teoría y Métodos Educativos6105.05 Psicometría5801.06 Evaluación de Alumnos5802.06 Análisis, Realización de Modelos y Planificación Estadística5803.02 Preparación de Profesores6102 Psicología del Niño y del Adolescente6105.07 Elaboración de Tests