A preliminary study of satisfaction with university mentoring in high-intellectual-ability secondary students: instrument validation and association with key learning processes

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dc.contributor.authorMartínez Izaguirre, Miryam
dc.contributor.authorPeña San José, Jon
dc.contributor.authorÁlvarez, Alexander
dc.date.accessioned2026-08-13T06:30:32Z
dc.date.available2026-08-13T06:30:32Z
dc.date.issued2026-06-01
dc.date.updated2026-08-13T06:30:32Z
dc.description.abstractAcademic satisfaction is positioned as a fundamental psychological construct with regard to academic success, linked to well-being and cognitive engagement. The aim of the study was to evaluate the satisfaction of secondary school students with high intellectual abilities (HIA) participating in the university mentoring program in the Basque Country Autonomous Community. A quantitative methodology was used with a sample of 90 students. A purpose-developed 17-item questionnaire with 17 items used to measure the different areas that make up the multidimensionality of satisfaction. The results indicate very high levels of overall satisfaction, with particular emphasis on the quality of the bond and the mentor’s expertise. Likewise, through confirmatory factor analysis (CFA), the validity of the instrument was tested under the ‘Big Four’ model (improvement-oriented learning, individualization, feedback and practical tasks with minimal transfer). It is concluded that the mentoring program used constitutes a suitable educational response that harmonizes intellectual challenge with the psychosocial support necessary to transform potential into talent.en
dc.description.sponsorshipThis research was funded by Basque Government, no specific numberen
dc.identifier.citationMartínez-Izaguirre, M., Peña-San José, J., & Álvarez-González, A. (2026). A preliminary study of satisfaction with university mentoring in high-intellectual-ability secondary students: instrument validation and association with key learning processes. Education Sciences, 16(6). https://doi.org/10.3390/EDUCSCI16060817
dc.identifier.doi10.3390/EDUCSCI16060817
dc.identifier.eissn2227-7102
dc.identifier.urihttps://hdl.handle.net/20.500.14454/6496
dc.language.isoeng
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.rightsCopyright: © 2026 by the authors
dc.subject.otherGifted
dc.subject.otherHigh intellectual ability
dc.subject.otherIntervention
dc.subject.otherMentoring
dc.subject.otherSatisfaction
dc.subject.otherTalent
dc.titleA preliminary study of satisfaction with university mentoring in high-intellectual-ability secondary students: instrument validation and association with key learning processesen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.issue6
oaire.citation.titleEducation Sciences
oaire.citation.volume16
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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