BACKGROUND: The objective of this study was to evaluate the satisfaction of an extracurricular enrichment program of the cognitive and personal management of participants with high intellectual ability. METHOD: At the first time point, the sample consisted of n= 38 participants, and n= 20 parents; n= 48 participants at the second time point; and n= 60 participants at the third time point. The Satisfaction Questionnaire (CSA in Spanish), both for students (CSA-S) and for parents (CSA-P), was constructed. RESULTS: The CSA-S scores showed adequate psychometric properties. Exploratory factor analysis yielded a unidimensional structure. Cronbach’s alpha ranged between 85 and .86. Test-retest reliability was 0.45 (p<.05). The generalizability coefficient was .98. A high percentage of the sample was satisfied with the program, perceived improvements in cognitive and emotional management, motivation and interest in learning, and in the frequency and quality of their interpersonal relationships. CONCLUSIONS: The evaluation of educational programs is necessary in order to determine the efficacy and the effects of their implementation on the participants’ personal and intellectual management.
BACKGROUND: The objective of this study was to evaluate the satisfaction of an extracurricular enrichment program of the cognitive and personal management of participants with high intellectual ability. METHOD: At the first time point, the sample consisted of n= 38 participants, and n= 20 parents; n= 48 participants at the second time point; and n= 60 participants at the third time point. The Satisfaction Questionnaire (CSA in Spanish), both for students (CSA-S) and for parents (CSA-P), was constructed. RESULTS: The CSA-S scores showed adequate psychometric properties. Exploratory factor analysis yielded a unidimensional structure. Cronbach&rsquo;s alpha ranged between 85 and .86. Test-retest reliability was 0.45 (p&lt;.05). The generalizability coefficient was .98. A high percentage of the sample was satisfied with the program, perceived improvements in cognitive and emotional management, motivation and interest in learning, and in the frequency and quality of their interpersonal relationships. CONCLUSIONS: The evaluation of educational programs is necessary in order to determine the efficacy and the effects of their implementation on the participants&rsquo; personal and intellectual management.
Authors: María de Los Dolores Valadez; Julián Betancourt; Triana Aguirre; Elena Rodríguez-Naveiras; África Borges Journal: Children (Basel) Date: 2022-01-02