Perceived Effect of an Extracurricular Enrichment Program on the Academic and Cognitive Learning of Gifted Chilean Students

Authors

DOI:

https://doi.org/10.4067/S0718-73782024000200203

Keywords:

Giftedness, Enrichment programs, Academic performance, Education

Abstract

The present study seeks to explore the perceived effect of participation in an extracurricular enrichment program on academic-cognitive development of young students identified as intellectually gifted. Data from the application of a self-prepared questionnaire to former students (N=141) of the “Talentos UdeC” program, located in Concepción, Chile and aimed at students from more than 20 towns of the Biobío and Ñuble Region, were used. Descriptive and correlation analyzes and the exploration of the effect of sociodemographic variables on academic-cognitive learning related to the program are conducted. The results suggest an important perception of contributions in relation to the academic-cognitive domain according to its participants, in addition to significant differences in subdimensions of academic-cognitive learning, related to the time of permanence of the student in the “Talentos UdeC” program and to their educational level.

Author Biographies

Gracia Navarro-Saldaña, Universidad de Concepción

Psychologist, Master in Corporate Social Responsibility and Dr. in Education; she is a Professor in the Department of Psychology at the University of Concepción. Between 2002 and 2023 she was Director of the Social Responsibility Studies Programme and between 2004 and 2023, Director of the Psychoeducational Programme of Extracurricular Enrichment for children and adolescents with Academic Talent Potential, both at the University of Concepción. Academic responsible for undergraduate and postgraduate subjects, in Social Responsibility and researcher in transversal education and talent education. She has published more than 60 scientific papers and three books. Former Dean of the Faculty of Social Sciences and member of the Academic Council of the University of Concepción.

Verónica González-Navarro, Universidad de Concepción

Commercial Engineer with a degree in Economics from the University of Concepción and a Masters in Sustainable Resources from University College London. She has experience working in consultancy, project management and research related to sustainability and corporate social responsibility, and in teaching for primary and secondary school students with high capacities and for undergraduate students. His main areas of research have been the creation of indices and indicators of sustainability and corporate social responsibility and the development of methodologies to identify, analyse and improve the impacts of the private sector on sustainable development. He is currently pursuing a PhD in Management at the University of Leeds.

Carol Luengo-Miranda, Universidad de Concepción

Economist specialising in experimental, behavioural, environmental and natural resource economics. With experience in research, undergraduate and postgraduate teaching. Research collaborator Talentos UdeC.

Diego Gaete-Cser, Universidad de Concepción

Psychologist, Degree in Psychology, Universidad de Concepción. Diploma in Child Neuropsychology, Pontificia Universidad Católica de Chile. Teacher and Assistant in research, identification of students with potential talent and academic coordination of the Psychoeducational Extracurricular Enrichment Programme for children and adolescents with potential academic talent at the University of Concepción, Talents UdeC. Experience as a clinical and health psychologist in primary health care.

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Published

2024-12-01

How to Cite

Navarro-Saldaña, G., González-Navarro, V., Luengo-Miranda, C., & Gaete-Cser, D. (2024). Perceived Effect of an Extracurricular Enrichment Program on the Academic and Cognitive Learning of Gifted Chilean Students. Latin American Journal of Inclusive Education, 18(2), 203–220. https://doi.org/10.4067/S0718-73782024000200203

Issue

Vol. 18 No. 2 (2024): School Reinsertion and Re-entry: Challenges for Inclusive Education

Section

Temática Libre

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Copyright (c) 2024 Latin American Journal of Inclusive Education

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