Emotional intelligence and high ability

María Dolores Prieto
Carmen Ferrándiz
Mercedes Ferrando
Cristina Sánchez y Rosario Bermejo

Abstract

The aim of this paper is to study the EI in high ability (gifted, talented and academic talented) and average ability (non-gifted or talented) students and look for differences between them depending on their cognitive profile. The participants comprising the high-ability (G&T) sample were drawn from different schools from Murcia (Spain). The initial identification of G&T required that the students met several criteria which included a) teacher nominations scale, based on Renzulli (1978) model; b) ability tests scores (BADyG, Yuste, Martínez y Galve, 2001); c) creativity test (Torrance Thinking Creative Test, Torrance, 1974). The final sample of G&T students included 182 (boys and girls). Their age ranged from 6 to 12 years old, they took the EQ-i: YV (Emotional Quotient Inventory Youth Version, Bar-On & Parker 2000). In addition, the same test was completed by a non-gifted or average abilities sample from different schools in Murcia (Spain) composed by 1393 students aged 6-17 years (boys and girls). The findings showed statistically significant differences between the high ability students (gifted, talent and academic talent) and non-gifted or talented. High ability student scores higher in the adaptability and stress management than the non-gifted or talented. In addition, the data showed gender differences in Emotional Intelligence. Girls obtained higher scores than boys in interpersonal and stress management, but boys obtained higher scores than girls in adaptability.

Key Words: emotional intelligence, gifted and talented

emotional intelligence

Citación recomendada | Recommended citation

Prieto, M. D., Ferrándiz, C., Ferrando, M., & y Rosario Bermejo, C. S. (2008) . Emotional intelligence and high ability. Revista Española de Pedagogía, 66(240). https://www.revistadepedagogia.org/rep/vol66/iss240/16