Factors that support talent development
ROSA MARÍA PONS PARRA
COORDINATOR
SYMPOSIUM SPEAKERS
- Rosa Pons Parra
- Mercedes Ferrando Prieto
- Purificación Checa Fernández
- Álvaro Infantes Paniagua
- Ramón García Perales
Short CV
Associate Professor in the Department of Developmental and Educational Psychology at the University of Murcia. My teaching activities are focused on undergraduate and postgraduate degrees, with courses related to education and peer interaction processes. My research activity has developed along two main lines. The first is related to interactive processes in the classroom as a fundamental element for students’ academic and social development, and to the in-depth study of interpsychological variables that affect the interaction process and the factors that mediate these variables. In this regard, I have led and participated as a researcher in publicly funded projects (MAEC-AECID and the European Commission) focused on teacher training in cooperative methodology to improve teaching processes and as a psychoeducational response to inclusion and early school dropout.
The second line of research focuses on the identification and development of talent and its educational response. The work carried out in this line has led to the recent approval of the National Research Project “Psychosocial and Educational Variables in the Productive Development of Talent in Young People with High Intellectual Abilities. A Mixed-Design Study with Life Narratives,” reference PID2022-137259NB-I00. My research has been published in impact factor journals as well as in other high-quality journals. I have also participated in collaboration agreements with the Diversity Support Service of the Regional Ministry of Education of the Region of Murcia. Additionally, I am a member of the “High Abilities” Research Group and the Center for the Study of Giftedness, Talent, and Excellence, both at the University of Murcia. https://orcid.org/0000-0001-6059-4582
Symposium abstract
The concept of giftedness has evolved within the scientific field, shifting from IQ[1]based notions to considering context as an essential element.
Currently, it is emphasized that the development of high achievement in a domain depends on individual psychological factors beyond abilities (i.e., interests, motivation, self[1]regulation) and on the interactions between the individuals and their environment. Moreover, the role of social-contextual and individual psychosocial factors in the development of high levels of achievement remains understudied.
This symposium aims to shed light on the role of social-contextual and psychological factors in the developmental process that transforms high cognitive ability into high achievement levels. From an inclusive educational practice perspective, it is important to understand which processes foster the development of gifted students.
Central topics include the study of psychological well-being in HIA, delving into associated terms through a bibliometric analysis of the scientific literature. Furthermore, the influence of socio-economic status on the identification of students with HIA will be explored.
The symposium will address both quantitative and qualitative approaches, considering cognitive, emotional, and contextual variables. Additionally, the trajectories of students with underachievement will be examined.
Another topic will analyze cognitive differences between students with 2e (HIA and ADHD) and students with ADHD. Finally, a systematic review on teacher empowerment in the discovery and development of talent will be presented.
Educators are key agents in recognizing talent and fostering its potential, so strategies to train and equip them with effective tools will be addressed. The topics will be approached using both quantitative and qualitative methodologies, considering cognitive, emotional, and contextual variables.
This symposium will provide a space for the exchange of research and practices, aiming to create socio-educational environments that promote the full development of human talent.