How socio-emotional competences work on students with high abilitie
Abstract The aim of this paper is to study social-emotional competences of a group of talented students. For this purpose 1237 secondary school students have participated, in which 231 students a 8.3% were identified as figurative talents, a 2.7% as academical talents and a 7.6% as combined talents (figurative and academical), where 145 (62.6%) were boys. All of them are studying in different education centres in Spain both public and private. Identification was made according to the criteria developed by Castelló & Battle (1998). The students ages range from 11 to 17 years old (M = 13.91; DT = 1.182). The instrument used to measure social-emotional competences was the Emotional Quotient Inventory: Youth Version, EQ-i:YV (Bar-On & Parker, 2000). The Bar-On EQ-i:YV is a 60-item self-report inventory which assesses emotional intelligence (EI) in youths aged from 7 to 18 years old. The results indicate that figurative talented students show a higher stress management; while the combinated talents (figurative and academical talent) show higher intrapersonal and adaptability competences.
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AUSTIN, A. B. y DRAPER. D. C. (1981) Peer relationships of the academically gifted: A review. Gifted Child Quarterly, 25, 129-133.
http://dx.doi.org/10.1177/001698628102500310
BAKER, J. A. (1995) Depression and suicidal ideation among academically gifted adolescents. Gifted Child Quarterly, 39, 218-223.
http://dx.doi.org/10.1177/001698629503900405
BAR-ON, R. (1997) The Bar-On Emotional Quotient Inventory (eq-i): A Test of Emotional Intelligence. Toronto, Canada: Multi-Health Systems.
BAR-ON, R. (2001) Emotional intelligence and self-actualization. En Joseph Ciarrochi, Joe Forgas y John D. Mayer (eds.) Emotional intelligence in everyday life: A scientific inquiry (pp. 82-97). New York: Psychology Press.
BAR-ON, R. (2004) The Bar-On Emotional Quotient Inventory (eq-i): Rationale, description, and summary of psychometric properties. En G. Geher (ed.) Measuring emotional in telligence: Common ground and controversy (pp. 111-142). Hauppauge, ny: Nova Science Publisher.
BAR-ON, R. (2006) eq-i leadership user’s guide. Toronto, Canada: Multi-Health Systems.
BAR-ON, R. (2007) The Bar-On model of emotional intelligence: A valid, robust and applicable EI model. Organisations and People, 14, 27-34.
BAR-ON, R. y MAREE, J. G. (2009) In search of emotional-social giftedness: A potentially viable and valuable concept. En L. V. Shavinina (ed.) International handbook of giftedness (pp. 559-570). New York City: Springer Science.
http://dx.doi.org/10.1007/978-1-4020-6162-2_26
BAR-ON, R. y PARKER, J. D. (2000) Bar-On Emotional Quotient Inventory: Youth Version – Observer Form. Toronto, Canada: Multi-Health Systems.
BERMEJO, R.; PRIETO, M. D.; FERNÁNDEZ-VIDAL M. C.; SOTO, G. y SAINZ, M. (2013) Perfil Cognitivo-Creativo del Talento Emocional. Journal of New Approaches In Educational Research (naer), 2 (1), 13-17.
http://dx.doi.org/10.7821/naer.2.1.12-16
BURKS, B. S.; JENSEN, D. W. y TERMAN, L. (1930) Genetic studies of genius: Volume 3, The promise of youth: Follow-up studies of a thousand gifted children. Stanford, ca: Stanford University Press.
CASTELLÓ, A. y BATLLE, C. (1998) Aspectos teóricos e instrumentales en la identificación del alumnado superdotado y talentoso. Propuesta de un protocolo. faisca, 6, 26-66.
COX, C. M. (1926) The early mental traits of three hundred geninses. Stanford, ca: Stanford University Press.
DIRKES, M. A. (1983) Anxiety in the gifted: Pluses and minuses. Roeper Review, 6, 68-60.
http://dx.doi.org/10.1080/02783198309552758
FERNÁNDEZ-VIDAL, M. C. (2011) Competencia socioemocional en adolescentes de altas habilida des: Un estudio comparativo. Tesis doctoral. Universidad de Murcia.
FERRANDO, M. (2006) Creatividad e Inteligencia Emocional: Un estudio empírico en alumnos con altas habilidades. Tesis doctoral. Universidad de Murcia.
GALLUCCI, N. T. (1988) Emotional adjustment of gifted children. Gifted Child Quarterly, 32, 273-276.
http://dx.doi.org/10.1177/001698628803200206
GROSS, J. J. (2014) Emotion regulation: conceptual and empirical foundationes. En Handbook of Emotion Regulation (pp. 3-20). New York: The Guildford Press.
GROSSBERG, I. N. y CORNELL, D. G. (1988) Relationship between personality adjustment and high intelligence: Terman versus Hollingworth. Exceptional Children, 55, 266-272.
HOLLINGWORTH, L. S. (1931) The child of very superior intelligence as a special problem in social adjustment. Mental Hygiene, 15, 1-61.
HOLLINGWORTH, L. S. (1942) Children above 180 iq Stanford-Binet: Origin and development. Yonkers-on-Hudson, ny: World Book.
http://dx.doi.org/10.1037/13574-000
HOWARD-HAMILTON, M. y FRANKS, B. A. (1995) Gifted adolescents: Psychological behaviors, values, and developmental implications. Roeper Review, 17(3), 186-191.
http://dx.doi.org/10.1080/02783199509553656
IBM Corp. (2011) IBM SPSS Statistics for Windows, Version 20.0. Armonk, ny: ibm Corp.
Janos, P. M. y Robinson, N. M. (1985) Psychosocial development in intellectually gifted chil dren. En F. D. Horowitz y M. O’Brien (eds.) The gifted and talented: Developmental perspectives. Washington, dc: American Psychological Association.
http://dx.doi.org/10.1037/10054-006
JUDA, A. (1949) The relationship between highest mental capacity and psychic abnormalities. American Journal of Psychiatry, 106, 296-307.
http://dx.doi.org/10.1176/ajp.106.4.296
KANE, M. y SILVERMAN, L. (2014) Fostering Well-Being in Gifted Children: Preparing for an Uncertain Future. En F. Hellen, M. Machado, S. Bahia y T. Stoltz. Altas Habilidades/Superdotação (ah/sd). Criatividade e Emoção (pp. 67-83). Brasil: Juruá.
LAJOIE, S. P. y SHORE, M. (1981) Three myths? The over-representation of the gifted among dropouts, delinquents, and suicides. Gifted Child Quarterly, 25, 138-143.
http://dx.doi.org/10.1177/001698628102500312
LEWIS, W. D. (1943) Some characteristics of very superior children. Journal of Genetic, 62, 301 309.
http://dx.doi.org/10.1080/08856559.1943.10533220
NAIL, J. M. y EVANS, J. G. (1997) The emotional adjustment of gifted adolescents: A view of global functioning. Roeper Review, 20, 18-21.
http://dx.doi.org/10.1080/02783199709553845
NEIHART, M. (1991) Anxiety and depression in high ability and average ability adolescents. Doctoral dissertation. University of Northern Colorado. Dissertation Abstracts Interna tional.
NEVILLE, C.; TOLAN, S. S. y PIECHOWSKI, M. M. (eds.) (2013) Off the charts. Asynchrony and the gifted child. Unionville, ny: Royal Fireworks Press.
OLSZEWSKI-KUBILIUS, P. y KULIEKE, M. (1989) Personality dimensions of gifted adolescents. En J. VanTassel-Baska & P. Olszewski-Kubilius (eds.) Patterns of Influence on Gifted Learners: the Home, the Self, and the School (pp. 125-145). New York: Teachers College Press.
PETERSON, J. (2014) Paying attention to the Whole Gifted Child: Why, When, and How to focus on Social and Emotional Development. En F. Hellen, M. Machado, S. Bahia y T. Stoltz. Altas Habilidades/Superdotação (ah/sd). Criatividade e Emoção (pp. 45-65). Brasil: Juruá.
POWELL, P. M. y HADEN, T. (1984) The intellectual and psychosocial nature of extreme gifted ness. Roeper Review, 6, 131-133.
http://dx.doi.org/10.1080/02783198409552783
PRIETO, M. D. y FERRANDO, M. (2009) Prejudices about Emotional Intelligence in Gifted and Talented Children. En T. Balchin, B. Hymer y D. Matthews (eds.) The Routledge In ternational Com-panion to Gifted Education (pp. 149-154). New York: Routledge-Farmer.
PYRYT, M. C. (2011) Helping gifted students cope with perfectionism. En J. L. Jolly, D. J. Tre ffinger, T. F. Inman y J. F. Smutny (eds.) Parenting gifted children (pp. 546-554). Waco, tx: Prufrock Press.
ROEDELL, W. C. (1984) Vulnerabilities of highly gifted children. Roeper Review, 6, 127 130.
http://dx.doi.org/10.1080/02783198409552782
SAINZ, M. (2008) Competencia socioemocional de alumnos con altas habilidades y habilidades me dias: Percepción de padres, profesores y alumnos. Tesis de Licenciatura. Universidad de Murcia.
SAINZ, M. (2010) Creatividad, personalidad y competencia socio-emocional en alumnos de Altas Habilidades versus no Altas Habilidades. Tesis doctoral. Universidad de Murcia.
SAINZ, M.; FERNÁNDEZ-VIDAL M. C. y SOTO, G. (2012) Inteligencia Emocional y Alta Habili dad. Revista Amazônica, x, 186-203.
SAINZ, M.; FERRÁNDIZ, C.; FERNÁNDEZ, M. C. y FERRANDO, M. (2014) Propiedades psicométri cas del Inventario de Cociente Emocional eq-i:yv en alumnos superdotados y talentosos. Revista de Investigación Educativa, 32 (1), 41-55.
http://dx.doi.org/10.6018/rie.32.1.162501
SAINZ, M.; RUIZ, M. J. y PRIETO, L. (2014) Perfiles emocionales de superdotados y talentos. En F. H. Ribeiro, M. Machado, S. Bahia y T. Stoltz (coords.) Altas Habilidades y Superdo tação (ah/sd). Criatividades e Emoção (pp. 127-148). Brasil: Juruá.
SCHAUER, G. H. (1976) Emotional disturbance and giftedness. The Gifted Child Quarterly, 20
(4), 470-477.
SCHEWEAN, V. L.; SAKLOFSKE, D. H.; WIDDIFIELD-KONKIN, L.; PARKER, J. y KLOOSTERMAN,P. (2006) Emotional Intelligence and Gifted Children. E-Journal of Applied Psychology: Emotional Intelligence, 2 (2), 30-37.
http://dx.doi.org/10.7790/ejap.v2i2.70
SCHULER, P. (2002) Perfectionism in gifted children and adolescents. En M. Neihart, S. M. Reis, N. M. Robinson y S. M. Moon (eds.) The social and emotional development of gifted children: What do we know? (pp. 71-79). Waco, tx: Prufrock Press.
SEON-YOUNG, L. y OLSZEWSKI-KUBILIUS, P. (2006) The Emotional Intelligence, Moral Judg ment and Leadership of Academically Gifted Adolescents. Journal for the Education of the gifted, 30 (1), 29-67.
SWORD, L. K. (2005) Emotional intensity in gifted children. Obtenido de www.giftedservices. com.au.
TERMAN, L. (1916) The measurement of intelligence. Boston: Houghton Mifflin.
http://dx.doi.org/10.1037/10014-000
TERMAN, L. (1925) Mental and physical traits of a thousand gifted children. Genetic studies of genius, vols. 1 and 2. Stanford, ca: Stanford University Press.
TERMAN, L. y ODEN, M. H. (1947) The gifted child grows up. Genetic studies of genius, vol. 4. Stanford, CA: Stanford University Press.
TERMAN, L. y ODEN, M. H. (1959) The gifted group at mid-life. Genetic studies of genius, vol. 5. Stanford, CA: Stanford University Press.
ZEIDNER, M. y SCHLEYER, E. J. (1999) The big-fish-little-pond effect for academic self concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305-329.
http://dx.doi.org/10.1006/ceps.1998.0985
ZEIDNER, M.; SHANI-ZINOVICH, I.; MATTHEWS, G. y ROBERTS, R. D. (2005) Assessing Emo tional Intelligence in gifted and non-gifted school students: Outcomes depending on the measure. Intelligence, 33, 369-391.
http://dx.doi.org/10.1016/j.intell.2005.03.001
http://dx.doi.org/10.1177/001698628102500310
BAKER, J. A. (1995) Depression and suicidal ideation among academically gifted adolescents. Gifted Child Quarterly, 39, 218-223.
http://dx.doi.org/10.1177/001698629503900405
BAR-ON, R. (1997) The Bar-On Emotional Quotient Inventory (eq-i): A Test of Emotional Intelligence. Toronto, Canada: Multi-Health Systems.
BAR-ON, R. (2001) Emotional intelligence and self-actualization. En Joseph Ciarrochi, Joe Forgas y John D. Mayer (eds.) Emotional intelligence in everyday life: A scientific inquiry (pp. 82-97). New York: Psychology Press.
BAR-ON, R. (2004) The Bar-On Emotional Quotient Inventory (eq-i): Rationale, description, and summary of psychometric properties. En G. Geher (ed.) Measuring emotional in telligence: Common ground and controversy (pp. 111-142). Hauppauge, ny: Nova Science Publisher.
BAR-ON, R. (2006) eq-i leadership user’s guide. Toronto, Canada: Multi-Health Systems.
BAR-ON, R. (2007) The Bar-On model of emotional intelligence: A valid, robust and applicable EI model. Organisations and People, 14, 27-34.
BAR-ON, R. y MAREE, J. G. (2009) In search of emotional-social giftedness: A potentially viable and valuable concept. En L. V. Shavinina (ed.) International handbook of giftedness (pp. 559-570). New York City: Springer Science.
http://dx.doi.org/10.1007/978-1-4020-6162-2_26
BAR-ON, R. y PARKER, J. D. (2000) Bar-On Emotional Quotient Inventory: Youth Version – Observer Form. Toronto, Canada: Multi-Health Systems.
BERMEJO, R.; PRIETO, M. D.; FERNÁNDEZ-VIDAL M. C.; SOTO, G. y SAINZ, M. (2013) Perfil Cognitivo-Creativo del Talento Emocional. Journal of New Approaches In Educational Research (naer), 2 (1), 13-17.
http://dx.doi.org/10.7821/naer.2.1.12-16
BURKS, B. S.; JENSEN, D. W. y TERMAN, L. (1930) Genetic studies of genius: Volume 3, The promise of youth: Follow-up studies of a thousand gifted children. Stanford, ca: Stanford University Press.
CASTELLÓ, A. y BATLLE, C. (1998) Aspectos teóricos e instrumentales en la identificación del alumnado superdotado y talentoso. Propuesta de un protocolo. faisca, 6, 26-66.
COX, C. M. (1926) The early mental traits of three hundred geninses. Stanford, ca: Stanford University Press.
DIRKES, M. A. (1983) Anxiety in the gifted: Pluses and minuses. Roeper Review, 6, 68-60.
http://dx.doi.org/10.1080/02783198309552758
FERNÁNDEZ-VIDAL, M. C. (2011) Competencia socioemocional en adolescentes de altas habilida des: Un estudio comparativo. Tesis doctoral. Universidad de Murcia.
FERRANDO, M. (2006) Creatividad e Inteligencia Emocional: Un estudio empírico en alumnos con altas habilidades. Tesis doctoral. Universidad de Murcia.
GALLUCCI, N. T. (1988) Emotional adjustment of gifted children. Gifted Child Quarterly, 32, 273-276.
http://dx.doi.org/10.1177/001698628803200206
GROSS, J. J. (2014) Emotion regulation: conceptual and empirical foundationes. En Handbook of Emotion Regulation (pp. 3-20). New York: The Guildford Press.
GROSSBERG, I. N. y CORNELL, D. G. (1988) Relationship between personality adjustment and high intelligence: Terman versus Hollingworth. Exceptional Children, 55, 266-272.
HOLLINGWORTH, L. S. (1931) The child of very superior intelligence as a special problem in social adjustment. Mental Hygiene, 15, 1-61.
HOLLINGWORTH, L. S. (1942) Children above 180 iq Stanford-Binet: Origin and development. Yonkers-on-Hudson, ny: World Book.
http://dx.doi.org/10.1037/13574-000
HOWARD-HAMILTON, M. y FRANKS, B. A. (1995) Gifted adolescents: Psychological behaviors, values, and developmental implications. Roeper Review, 17(3), 186-191.
http://dx.doi.org/10.1080/02783199509553656
IBM Corp. (2011) IBM SPSS Statistics for Windows, Version 20.0. Armonk, ny: ibm Corp.
Janos, P. M. y Robinson, N. M. (1985) Psychosocial development in intellectually gifted chil dren. En F. D. Horowitz y M. O’Brien (eds.) The gifted and talented: Developmental perspectives. Washington, dc: American Psychological Association.
http://dx.doi.org/10.1037/10054-006
JUDA, A. (1949) The relationship between highest mental capacity and psychic abnormalities. American Journal of Psychiatry, 106, 296-307.
http://dx.doi.org/10.1176/ajp.106.4.296
KANE, M. y SILVERMAN, L. (2014) Fostering Well-Being in Gifted Children: Preparing for an Uncertain Future. En F. Hellen, M. Machado, S. Bahia y T. Stoltz. Altas Habilidades/Superdotação (ah/sd). Criatividade e Emoção (pp. 67-83). Brasil: Juruá.
LAJOIE, S. P. y SHORE, M. (1981) Three myths? The over-representation of the gifted among dropouts, delinquents, and suicides. Gifted Child Quarterly, 25, 138-143.
http://dx.doi.org/10.1177/001698628102500312
LEWIS, W. D. (1943) Some characteristics of very superior children. Journal of Genetic, 62, 301 309.
http://dx.doi.org/10.1080/08856559.1943.10533220
NAIL, J. M. y EVANS, J. G. (1997) The emotional adjustment of gifted adolescents: A view of global functioning. Roeper Review, 20, 18-21.
http://dx.doi.org/10.1080/02783199709553845
NEIHART, M. (1991) Anxiety and depression in high ability and average ability adolescents. Doctoral dissertation. University of Northern Colorado. Dissertation Abstracts Interna tional.
NEVILLE, C.; TOLAN, S. S. y PIECHOWSKI, M. M. (eds.) (2013) Off the charts. Asynchrony and the gifted child. Unionville, ny: Royal Fireworks Press.
OLSZEWSKI-KUBILIUS, P. y KULIEKE, M. (1989) Personality dimensions of gifted adolescents. En J. VanTassel-Baska & P. Olszewski-Kubilius (eds.) Patterns of Influence on Gifted Learners: the Home, the Self, and the School (pp. 125-145). New York: Teachers College Press.
PETERSON, J. (2014) Paying attention to the Whole Gifted Child: Why, When, and How to focus on Social and Emotional Development. En F. Hellen, M. Machado, S. Bahia y T. Stoltz. Altas Habilidades/Superdotação (ah/sd). Criatividade e Emoção (pp. 45-65). Brasil: Juruá.
POWELL, P. M. y HADEN, T. (1984) The intellectual and psychosocial nature of extreme gifted ness. Roeper Review, 6, 131-133.
http://dx.doi.org/10.1080/02783198409552783
PRIETO, M. D. y FERRANDO, M. (2009) Prejudices about Emotional Intelligence in Gifted and Talented Children. En T. Balchin, B. Hymer y D. Matthews (eds.) The Routledge In ternational Com-panion to Gifted Education (pp. 149-154). New York: Routledge-Farmer.
PYRYT, M. C. (2011) Helping gifted students cope with perfectionism. En J. L. Jolly, D. J. Tre ffinger, T. F. Inman y J. F. Smutny (eds.) Parenting gifted children (pp. 546-554). Waco, tx: Prufrock Press.
ROEDELL, W. C. (1984) Vulnerabilities of highly gifted children. Roeper Review, 6, 127 130.
http://dx.doi.org/10.1080/02783198409552782
SAINZ, M. (2008) Competencia socioemocional de alumnos con altas habilidades y habilidades me dias: Percepción de padres, profesores y alumnos. Tesis de Licenciatura. Universidad de Murcia.
SAINZ, M. (2010) Creatividad, personalidad y competencia socio-emocional en alumnos de Altas Habilidades versus no Altas Habilidades. Tesis doctoral. Universidad de Murcia.
SAINZ, M.; FERNÁNDEZ-VIDAL M. C. y SOTO, G. (2012) Inteligencia Emocional y Alta Habili dad. Revista Amazônica, x, 186-203.
SAINZ, M.; FERRÁNDIZ, C.; FERNÁNDEZ, M. C. y FERRANDO, M. (2014) Propiedades psicométri cas del Inventario de Cociente Emocional eq-i:yv en alumnos superdotados y talentosos. Revista de Investigación Educativa, 32 (1), 41-55.
http://dx.doi.org/10.6018/rie.32.1.162501
SAINZ, M.; RUIZ, M. J. y PRIETO, L. (2014) Perfiles emocionales de superdotados y talentos. En F. H. Ribeiro, M. Machado, S. Bahia y T. Stoltz (coords.) Altas Habilidades y Superdo tação (ah/sd). Criatividades e Emoção (pp. 127-148). Brasil: Juruá.
SCHAUER, G. H. (1976) Emotional disturbance and giftedness. The Gifted Child Quarterly, 20
(4), 470-477.
SCHEWEAN, V. L.; SAKLOFSKE, D. H.; WIDDIFIELD-KONKIN, L.; PARKER, J. y KLOOSTERMAN,P. (2006) Emotional Intelligence and Gifted Children. E-Journal of Applied Psychology: Emotional Intelligence, 2 (2), 30-37.
http://dx.doi.org/10.7790/ejap.v2i2.70
SCHULER, P. (2002) Perfectionism in gifted children and adolescents. En M. Neihart, S. M. Reis, N. M. Robinson y S. M. Moon (eds.) The social and emotional development of gifted children: What do we know? (pp. 71-79). Waco, tx: Prufrock Press.
SEON-YOUNG, L. y OLSZEWSKI-KUBILIUS, P. (2006) The Emotional Intelligence, Moral Judg ment and Leadership of Academically Gifted Adolescents. Journal for the Education of the gifted, 30 (1), 29-67.
SWORD, L. K. (2005) Emotional intensity in gifted children. Obtenido de www.giftedservices. com.au.
TERMAN, L. (1916) The measurement of intelligence. Boston: Houghton Mifflin.
http://dx.doi.org/10.1037/10014-000
TERMAN, L. (1925) Mental and physical traits of a thousand gifted children. Genetic studies of genius, vols. 1 and 2. Stanford, ca: Stanford University Press.
TERMAN, L. y ODEN, M. H. (1947) The gifted child grows up. Genetic studies of genius, vol. 4. Stanford, CA: Stanford University Press.
TERMAN, L. y ODEN, M. H. (1959) The gifted group at mid-life. Genetic studies of genius, vol. 5. Stanford, CA: Stanford University Press.
ZEIDNER, M. y SCHLEYER, E. J. (1999) The big-fish-little-pond effect for academic self concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305-329.
http://dx.doi.org/10.1006/ceps.1998.0985
ZEIDNER, M.; SHANI-ZINOVICH, I.; MATTHEWS, G. y ROBERTS, R. D. (2005) Assessing Emo tional Intelligence in gifted and non-gifted school students: Outcomes depending on the measure. Intelligence, 33, 369-391.
http://dx.doi.org/10.1016/j.intell.2005.03.001
Sainz Gómez, M., Bermejo García, R., Ferrándiz García, C., Prieto Sánchez, M. D., & Ruiz Melero, M. J. (2015). How socio-emotional competences work on students with high abilitie. Aula, 21, 33–47. https://doi.org/10.14201/aula2015213347
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