The article touches upon the relevant problems of modern psychological and pedagogical science: support for and development of gifted school students, psychological resources of personality, and emotional intelligence. At present, the problem of the features of emotional intelligence development in gifted students is theoretically and empirically underexplored within the framework of the resource approach. The goal of the study is to research the features of the development of emotional intelligence as a psychological resource in gifted adolescent school students. The following methods were used: emotional intelligence questionnaire, resilience test, D. Raven’s Progressive Matrix Scale; methods of mathematical statistics (analysis of variation, correlation analysis, etc.). The first part of the article presents an overview of studies on the problem of psychological resources and emotional intelligence, the current state of research in these fields is outlined, and the understudies issues and prospects for further studies are indicated. The empirical part presents the study results, the analysis of which reveals the specific features of emotional intelligence development in gifted adolescents compared to regular students. The obtained data indicate certain problems associated with the underdevelopment of emotional intelligence and its components in gifted adolescents which calls for further research and consideration in practical work with gifted students. The provided results of correlation analysis demonstrate a statistically significant association between the indicators of emotional intelligence and resilience. The obtained results point to the need for further study of the specifics of emotional intelligence and the opportunities for its development in gifted and non-gifted school students.
The study aims to identify the features of the functional state of physically gifted children 5-6 years old with a high level of development of aerobic capacity under conditions of cognitive loads performed at different speeds. The authors used tests based on Anfimov’s letter tables as models of intense cognitive load. The examination was carried out at rest and while working at a comfortable speed and the maximal possible speed. Based on the results of the tasks, the speed and productivity of work, indicators of the psychophysiological cost of activity were calculated. Using the Luscher test, the level of situational anxiety was assessed and the coefficient of autonomic tone was determined. To diagnose the emotional state, the Lutoshkin technique was used. The tension of the systems of autonomous and central regulation of physiological functions was measured based on temporal analysis of the heart rhythm. Systolic and diastolic blood pressure, pulse and mean pressure, double product, Kerdo vegetative index, Myznikov index, and functional changes index were also calculated. A complex indicator of the development of aerobic capacity was found, taking into account the power, capacity, and efficiency of an aerobic source of energy supply to muscles. Based on the sigma scale, 7 gradations for assessing the development of aerobic abilities were identified, namely, very low, low, below average, average, above average, high, very high (above M + 2.0σ). The results obtained show that psychophysiological changes in the functional state during intense cognitive load in children aged 5-6 years largely depend on the development of aerobic capacity. It was found that physically gifted preschoolers with a high level of development of aerobic capacity were distinguished by optimally reduced activity during a calm wakeful state and less pronounced psychophysiological reactivity in conditions of intense cognitive load. They were characterized by increased efficiency of activity and its low psychophysiological cost in combination with increased adaptive potential of the organism.
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