Reply to "Criticism of the analysis of Construct Validity of the Gifted Rating Scales (GRS 2) Parent Form in Spain; a reply to Tourón et al. (2023)"

The objective of this work is to respond to the critical review carried out by Martinez, J. A. (2024) of the study on the construct validity of the Gifted Rating focuses on the proposed factorial model, which uses a reflective approach of Confirmatory Factor Analysis (CFA) for measuring the perception of high abilities, while the author in the review proposes a formative approach. This response provides a conceptual clarification of the term giftedness and also replicates the observations made on the validation methodology, focusing on the differences between reflective and formative models and the characteristics of the CFA used. Additionally, evidence is provided to justify the definition of a reflective measurement model through the estimation of a bifactorial model. This model seeks to explain the responses to the items by considering both a general factor and a set of specific factors simultaneously. The results show the importance of a general factor, but without consistent evidence of strict unidimensionality. The presence of a multidimensional structure with four specific factors (cognitive ability, creative ability, social skills, and emotional control) significantly contributes to the explanation of the common variance of the model.