Perceptions of Giftedness Among University Faculty in Spain

Abstract

This study investigates the attitudes of Spanish higher education faculty toward gifted students. A total of 1,298 university faculty from arts, social sciences, health sciences, sciences, and engineering answered an adapted version of a questionnaire that focuses on people’s opinions about the gifted and their education. Quantitative analysis used parametric and nonparametric tests and multivariate regression models to identify patterns in attitudes toward giftedness. Results revealed that individuals who suspected their giftedness scored significantly higher across all measured dimensions, suggesting a potential confirmation bias. Gender emerged as a key factor, with women, particularly those with personal connections to giftedness, exhibiting a heightened sensitivity to the needs of gifted students. Faculty training and experience with gifted students improved overall attitudes but did not significantly influence the acceptance of grouping and acceleration practices, indicating gaps in training programs. These findings highlight the need for more effective faculty training initiatives and university policies to better support gifted students.

Keywords

academic acceleration higher education grouping giftedness teacher attitudes

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