Construct Validity of the Gifted Rating Scales (GRS 2) Parent Form in Spain

Abstract

The development of measurement instruments in the field of high abilities in Spain is scarce. The deficit in the identification of these students is due, in part, to this lack. Current identification procedures focus on a global approach that recommends using various information sources and instruments, such as detection scales, that go beyond intelligence or aptitude test scores, among others. The importance of co-cognitive variables, usually malleable, has been highlighted by many authors, so that the triangulation of complementary information sources is considered essential. Here, for the first time, the study of the construct validity of the GRS 2 Parents Scale in Spain is addressed, with a sample of 1334 fathers and mothers. An exploratory and confirmatory factorial study, AFE and AFC, was carried out, and the metrics of the variables and their multivariate normality have been taken into account, adapting the analyzes accordingly. Weighted least squares estimation methods were used. Eight models have been studied and, finally, a structure of four first-order factors and two second-order factors is proposed, which explains 58% of the variance of the scores. The fit indices of the model are satisfactory (CFI, .98; TLI, .97; GFI, .98), the convergent validity (AVE, above .54 and Composite Reliability, between 0.78 and 0.92) show an acceptable result. The proposed structure improves the original three-factor one. This scale is validated in Spain for the first time and provides a measure for the identification of students with high ability. This study will be completed with the validation of the other two scales for teachers that make up the GRS 2, which is being carried out by the authors.

Keywords: gifted rating scales, high ability, gifted identification, construct
validity, confirmatory factor analysis.