What do we know about the emotional intelligence of gifted students?
Article Sidebar
Main Article Content
Abstract
There are few studies researching the Emotional Intelligence of gifted students and their results are contradictory. Some researchers consider that gifted students are vulnerable and, according to some reports, are more involved in bullying situations as victims and/or bullies (Casino-Garcia et al., 2019). The different vulnerability models show the importance of identifying not only the risk factors, but also the protective factors that allow the design of more effective preventive interventions (Ezpeleta, 2005). From this perspective, this paper presents the results of the administration of the TMSS-24 Emotional Intelligence questionnaire in a population of gifted students. It should be noted that these results are part of a broader research where we assess the quality of life and perceived social support of gifted students (between 12 and 17 years old) who participate in Amentúrate, a mentoring program carried out at the University of Cantabria. Thus, the data and reflections showed must be understood as partial and exploratory initiatives to understand gifted students in the Cantabrian region. The results revealed that pour participants have, in general, a good Emotional Intelligence. In relation to gender differences, no significant differences were found, but it stands out that the girls obtained higher scores than the boys in terms of the clarity of their feelings and the ability to repair them. Finally, the results are discussed, theoretical and practical contributions to the literature are proposed, and implications for parents and teachers are suggested.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Al-Hamdan, N. S., Ahmed Al-Jasim F. y Abdulla A. (2017). Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain, Roeper Review, 39(2), 132-142. https://doi.org/10.1080/02783193.2017.1289462
Ayoub, A. y Aljughaiman, A. (2016). A predictive structural model for gifted students’ performance: A study based on intelligence and its implicit theories. Learning and Individual Differences, 51, 11-18. https://doi.org/10.1016/j.lindif.2016.08.018
Caruso, D. R. y Howe, W. (2015). El modelo de habilidad de la Inteligencia Emocional en el centro de trabajo. En P. Fernández-Berrocal, N. Extremera, R. Palomera, D. Ruiz-Aranda, J. M. Salguero y R. Cabello (Coords.), De la neurona a la felicidad (pp.67-77). Fundación Botín.
Casino-García, A. M., García-Pérez, J. y Llinares-Insa, L. I. (2019). Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model. International journal of environmental research and public health, 16(18), 3266. https://doi.org/10.3390/ijerph16183266
Chan, D. W. (2003a). Assessing adjustment problems of gifted students in Hong Kong: The development of the student adjustment problems inventory. Gifted Child Quarterly, 47(2), 107-117. https://doi.org/10.1177/001698620304700202
Chan, D. W. (2003b) Dimensions of Emotional Intelligence and Their Relationships with Social Coping among Gifted Adolescents in Hong Kong. Journal of Youth and Adolescence, 32(6), 409-418. https://doi.org/10.1023/A:1025982217398
Extremera, N. y Fernández-Berrocal, P. (2015). Inteligencia Emocional y Educación. Grupo 5.
Ezpeleta, L. (2005). Prevención en psicopatología del desarrollo. En L. Ezpeleta (Ed.). Factores de riesgo en psicopatología del desarrollo. (pp. 3-19). Masson.
Fernández-Berrocal, P. y Extremera, N. (2006) Emotional intelligence: A theoretical and empirical review of its first 15 years of history. Psicothema, 18, 7-12.
Fernández-Berrocal, P. y Extremera, N. (2004). El uso de las medidas de habilidad en el ámbito de la Inteligencia Emocional: Ventajas e inconvenientes con respecto a las medidas de auto-informe. Boletín de Psicología, 80, 59-78.
Fernández-Berrocal, P. y Aranda, D. R. (2008). La inteligencia emocional en la educación. Electronic journal of research in Educational Psychology, 6(2), 421-436.
Maizal, J. B. y González, A. F. (2006). La inteligencia emocional como predictora de la adaptación psicosocial en el ámbito educativo. Resultados de una investigación empírica con estudiantes de la comunidad de Madrid. Ansiedad y estrés, 12, 427-439.
Mayer, J. D., Perkins, D. M., Caruso, D. y Salovey, P. (2001). Emotional Intelligence and Giftedness, Roeper Review, 23, 131-137. https://doi.org/10.1080/02783190109554084
Olujide, F. y Dada, O. (2018). Influence of Emotional Intelligence and Locus of Control on Academic Achievement of Underachieving High Ability Students. Journal for the Education of Gifted Young Scientists, 6, 14-22. http://dx.doi.org/10.17478/JEGYS.2018.74
Özbey, A., Sarıçam, H.y Karduz, F. (2018). The examination of emotional intelligence, sense of community, perception of social values in gifted and talented students. Journal of Educational Sciences and Psychology, 8(2), 64-79.
Parker, J. D., Saklofske, D. H. y Keefer, K. V. (2017). Giftedness and academic success in college and university: Why emotional intelligence matters. Gifted Education International, 33(2), 183–194. https://doi.org/10.1177/0261429416668872
Schwean, V. L., Saklofske, D. H., Widdifield-Konkin, L., Parker,J.y Kloosterman, P. (2006). Emotional intelligence and gifted children. E-Journal of Applied Psychology, 2(2), 30–37.
Valadez Sierra, D., Borges del Rosal, M. Á., Ruvalcaba Romero, N., Villegas, K. y Lorenzo, M. (2013). Emotional intelligence and its relationship with gender, academic performance and intellectual abilities of undergraduates. Electronic Journal of Research in Educational Psychology, 11(2), 395-412. http://dx.doi.org/10.14204/ejrep.30.12204
Woitaszewski, S. A. (2003). The contribution of emotional intelligence to the social and academic success of gifted adolescents. Roeper Review, 26(1), 53. https://doi.org/10.1080/02783190409554285
Woitaszewski, S. y Aalsma, M. (2004). The Contribution of Emotional Intelligence to the Social and Academic Success of Gifted Adolescents as Measured by the Multifactor Emotional Intelligence Scale – Adolescent Version. Roeper Review, 27, 25-30. https://doi.org/10.1080/02783190409554285
Zeidner, M., Shani-Zinovich, I., Matthews, G. y Roberts, R. (2005). Assessing Emotional Intelligence in gifted and non-gifted school students: outcomes depending on the measure. Intelligence, 33, 369-391. https://doi.org/10.1016/j.intell.2005.03.001