Emotional Intelligence and Gifted Children

Schwean, Vicki L.; Saklofske, Donald H.; Widdifield-Konkin, Leslie; Parker, James D. A.; Kloosterman, Patricia H.

doi:10.7790/ejap.v2i2.70

Cited by 32 publications

(36 citation statements)

References 18 publications

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“…Four, students, parents, and teachers rated students' social intelligence the highest. This may be an indicator of the appropriate socio-emotional competence of high-ability students as has been evidenced consistently in previous studies (Prieto & Ferrando, 2008;Schewean, Saklofske, Widdifield-Konkin, Parker, & Kloosterman, 2006;Zeidner, Shani-Zivotich, Matthews, & Roberts, 2005).…”

Section: Discussionsupporting

confidence: 68%

La teoría de las inteligencias múltiples en la identificación de alum-nos de altas habilidades (superdotación y talento).

et al. 2014

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Título: La teoría de las inteligencias múltiples en la identificación de alumnos de altas habilidades (superdotación y talento). Resumen: Este trabajo ofrece una propuesta para implementar la teoría de las inteligencias múltiples (IM) en la identificación de alumnos de altas habilidades en Educación Secundaria. Para ello se analizó la estructura interna de tres escalas para la evaluación de las IM destinadas a alumnos, padres y profesores en una muestra de 566 alumnos nominados con altas habilidades de edades comprendidas entre los 11 y los 18 años (M = 14.85, DT = 1.08). Los resultados indicaron perfiles intelectuales diferenciados dependiendo del informante estimando las IM de los alumnos. Este estudio proporcionó evidencia de la existencia de dos componentes que permiten analizar la competencia cognitiva de los alumnos más allá de las dimensiones generalmente valoradas en la escuela: un componente académico que engloba las inteligencias lingüística, lógico-matemática, naturalista y visoespacial; y un componente no académico que comprende las inteligencias corporal, musical y social. Finalmente, se discute la utilidad de las escalas de IM para identificar alumnos de altas habilidades en educación secundaria. Palabras clave: Inteligencias múltiples; alta habilidad; identificación; educación secundaria. Abstract:This study provides a framework to implement the theory of multiple intelligences (MI) in the identification of high-ability students in secondary education. The internal structure of three scales to assess students' MI (students, parents and teachers' ratings) was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08). The results indicated differentiated intellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas commonly assessed at school: an academic component composed by the linguistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodilykinesthetic, musical and social intelligences. Convergence of the two components in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intelligence test were found to be low. Finally, the utility of the MI scales to identify high-ability students in secondary education is discussed.

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Section: Discussionsupporting

confidence: 68%

La teoría de las inteligencias múltiples en la identificación de alum-nos de altas habilidades (superdotación y talento).

et al. 2014

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“…The label of gifted students is not only related to their ability but also covers a broader spectrum, not only related to academic intelligence that is superior or above average but also about how the ways to manage emotions, social abilities and interactions to others. Research by Schwean, Saklofske, Widdifield-Konkin, Parker, & Kloosterman (2006) identifies a number of intellectual characteristics that show that in some intellectual gifted children often experience problems, as well as a social emotional challenge this is due to differences between cognitive abilities and psychosocial abilities. There is no evidence that gifted children are better than other children, even though teachers in schools apply specific strategies to teach them (Robinson & Clinkenbeard, 2008).…”

Section: Empathy Of Gifted Studentsmentioning

confidence: 99%

Identification of saprahan values as formers of gifted students empathy in high school students in pontianak

Hastiani

Hariko

2018

IJRICE

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Gifted students tend to have too perfectionistic social skills, want others to be in accordance with the desired logic, comfortable interacting with students with homogeneous characteristics. This tendency can be modified by school counselors through the integration of the values of Saprahan local wisdom into guidance and counseling services. The values contained in Saprahan are used as the formation of students' empathy skills. Thus, gifted students have concern for other colleagues, can interact well with students of various characters, accept the shortcomings of other friends, embrace and help other friends, be polite in communicating, and not demean other friends.

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“…For example, Schwean, Saklofske, Widdifield-Konkin, Parker, and Kloosterman (2006) used the EQ-i:YV self and observer forms to assess EI of 169 gifted students attending grades 4 through 8. Students completed the self-report EQ-i:YV and had both a parent and a teacher complete the matching observer forms.…”

Section: Eq-i:yv Parent/teacher Formsmentioning

confidence: 99%

Assessing Emotional Intelligence Using the Emotional Quotient Inventory (EQ-i) and Related Instruments

Wood

Parker

Keefer

2009

Assessing Emotional Intelligence

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Emotional Intelligence and Gifted Children

Cited by 32 publications

References 18 publications

La teoría de las inteligencias múltiples en la identificación de alum-nos de altas habilidades (superdotación y talento).

La teoría de las inteligencias múltiples en la identificación de alum-nos de altas habilidades (superdotación y talento).

Identification of saprahan values as formers of gifted students empathy in high school students in pontianak

Assessing Emotional Intelligence Using the Emotional Quotient Inventory (EQ-i) and Related Instruments

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