Características socioemocionales en población infanto-juvenil con altas capacidades: una revisión sistemática

• Antonio Algaba-Mesa ^[2] ; Tatiana Fernández-Marcos ^[1]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
  2. [2] Fundación María Jesús Álava Reyes
• Localización: Revista de Psicología y Educación, ISSN 1699-9517, Vol. 16, Nº. 1, 2021, págs. 60-74
• Idioma: español
• Títulos paralelos:
  • Socio-emotional characteristics of gifted children and adolescents: a systematic review
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 17 Citas
• Resumen
  • español

    El objetivo de la presente revisión es explorar la investigación reciente sobre las características socioemocionales de niños y adolescentes con altas capacidades intelectuales. Se analizó la literatura existente desde 2009 hasta 2019, mediante una búsqueda realizada en Pubmed, Web of Science, Google Académico, el buscador bibliográfico Sapiens y PsycInfo. Se seleccionaron 14 estudios para su revisión. Sus resultados muestran una tendencia, en menores con alta capacidad, a un estado de ánimo deprimido, baja autoestima y perfeccionismo desadaptativo. En cuanto a sus habilidades sociales y ansiedad percibida, los resultados obtenidos son contradictorios en los distintos estudios. Los resultados obtenidos ayudan a orientar el diseño de programas de evaluación e intervención, dirigidos a fortalecer habilidades que contribuyen a su adaptación, bienestar y a prevenir problemas psicológicos.

  • English

    The aim of this review is to explore recent research on the socio-emotional characteristics of gifted children and adolescents. The existing literature from 2009 to 2019 was analyzed through a search carried out in Pubmed, Web of Science, Google Scholar, Sapiens and PsycInfo. 14 studies were selected for review. The results showed depressed mood, low self-esteem, and maladaptive perfectionism in gifted children. Regarding their social skills and perceived anxiety, the results obtained are contradictory according to the different studies. More studies are needed to provide evidence. The results obtained help guide the design of assessment and intervention programs for strengthening skills that contribute to gifted children’s adaptation, well-being, and to preventing psychological problems.

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