Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

Abstract

The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students’ self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student’s emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

“…Within the group of gifted students, levels of well-being were higher for those who were nominated by their teachers as gifted students and showed high academic achievement. Casino-García et al (2021) found significantly lower scores for family, social, and physical self-concepts and for self-esteem in gifted children and adolescents aged 8 to 18 years. However, the scientific literature presents contradictory results (Hoge and Renzulli, 1993;Neihart, 1999;Litster and Roberts, 2011).…”

Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5–6 Years: A Cross-Sectional Study

“…All children have a fundamental psychological need to be a part of a group and to be accepted by their peers, as well as to form and sustain long-term interpersonal relationships. This need is profound during childhood, when one of the greatest challenges is establishing secure friendships [27]. Most of the children in the current study were categorized as having a moderate level of self-esteem, as rated by their teachers.…”

“…Empirical studies of self-esteem and giftedness have highlighted that self-esteem is a catalyst in the process of talent development [27] and is positively correlated with motivation and superior academic outcomes [28]. However, results of studies of self-esteem in gifted children are varied.…”

“…Thus, the development of self-concept is impacted by comparisons with peers and the characteristics of the environment in which the individual participates actively [56,57]. From a developmental and social perspective, gifted children mature in the social setting in which they live and interact with other people, including the family, and supportive networks significantly affect the individual's lifestyle, development of beliefs, and values, which can act as the foundation for the creation of the self [27,58]. For example, the transition from kindergarten to elementary school is followed by a substantial development in self-concept, as cognition and environment engender critical changes in the way the individual consciously thinks and evaluates their accomplishments.…”

Educación de la inteligencia emocional en edad escolar: Un estudio exploratorio desde la perspectiva docente

“…A pesar de las posibilidades que la IE puede brindar al alumnado, a las familias y al personal docente (Casino-García et al, 2021;Chen y Guo, 2020), existen trabajos como el de García-Retana (2012) a través del que se reflexiona sobre cómo, a lo largo del tiempo, ha existido en el contexto escolar una tendencia por priorizar el componente cognitivo al emocional. Sin embargo, son numerosos los centros educativos de enseñanzas obligatorias que trabajan la IE dentro de sus jornadas escolares.…”