Inteligencia Emocional en alumnos superdotados: un estudio comparativo entre España e Inglaterra

Abstract

Introducción. El trabajo tiene una doble finalidad: a) por una parte, estudiar las característi-cas referidas a inteligencia emocional en alumnos de alta habilidad (superdotados y no superdotados) en dos muestras de alumnos de dos países: España e Inglaterra; por otra, estudiar las diferencias de género de dichos alumnos. Resultados. Los resultados indicaron diferencias entre la percepción de la inteligencia emocional de los españoles superdotados y talentos y la de los ingleses. Con respecto a la influencia de la nacionalidad, la existencia de superdotación o no y el sexo, encontramos que las chicas no superdotadas o talentos inglesas obtuvieron puntuaciones más elevadas que los otros grupos en la dimensión de manejo del estrés. Además, se evidenció una interacción según el sexo para la dimensión de la inteligencia interpersonal. Los resultados señalaron que las chicas obtuvieron puntuaciones más elevadas que los chicos. Método AbstractIntroduction. The aim of this study is two fold: a) to compare the emotional intelligence

The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students

“…It is aimed at students aged 6 to 18 and consists of 60 items, with a Likert-type response scale ranging from 1 (never happens to me) to 4 (always happens to me), that evaluates the Total EI (capacity for emotional and social functioning in general, including coping with daily demands and pressures) and the following dimensions of EI (Bar-On & Parker, 2003): (1) Intrapersonal (capacity for understanding and expressing feelings), (2) Interpersonal (capacity for understanding others and relating with people), (3) Stress Management (capacity for managing and controlling emotions), (4) Adaptability (capacity for managing change and solving problems), and (5) the scale of General mood (capacity for being positive and optimistic). The questionnaire has proven psychometric characteristics (Bar-On & Parker, 2000López-Zafra, Pulido & Berrios, 2014;Pérez-Escoda, Filella, Alegre & Bisquerra, 2018;Prieto et al, 2017;Sánchez-Teruel & -Bello, 2018;Sotil et al, 2008) with values ranging from α = .84 for the intrapersonal scale to α = .89 for the total questionnaire (Parker et al, 2004), and from α = .63 to α = .83 (Ferrándiz et al, 2012;Ferrando, 2006;López-Zafra et al, 2014), and from α = .878 (Bermejo, Ferrando, Ferrándiz & Prieto, 2006) to α = 895 (Prieto, Bai, Ferrándiz & Serna (2007) for the entire scale. Academic achievement was measured by external reading, writing, and arithmetic test (RWA test) (CEJD, 2014a, 2014b) and internal assessment tests (subject grades).…”

“…Systematic reviews, such as Camilli -Trujillo, López-Gómez, and Barceló-Cerdá (2012), and recent meta-analyses, such as those by Capar and Tarim (2015), Kalaian and Kasim (2014), Kumar (2017), and Kyndt et al (2013), confirm that CL (a learner-centred approach where students learn together) is a more successful method than the traditional methodology (teacher-centred) regarding academic achievement and social and emotional skills. CL equally benefits students and Zeidner & Roberts, 2002;Petrides & Furham, 2001;Prieto et al, 2017;Siegling, Saklofske & Petrides, 2015). The term 'mixed EI' is now frequently used in the literature, linked to trait EI models, in order to refer to EI measured as a combination of traits, social skills, and competencies, overlapped with other personality measures (O'Boyle et al, 2011, cited by O'Connor, Hill, Kaya & Martin, 2019.…”

Emotions and Reactions to the Confinement by COVID-19 of Children and Adolescents With High Abilities and Community Samples: A Mixed Methods Research Study

“…Another study of the emotions of children and adolescents analyzed differences by sex (Heras et al, 2016), finding contradictory results (Madden et al, 2000;Etxebarria et al, 2003;Cova et al, 2005;Prieto et al, 2008;Palazuelo et al, 2010;Heras et al, 2016;Khamis, 2018;Van der Cruijsen et al, 2019). It is said that girls have a greater emotional development; however, other studies have found that girls have higher sadness scores and boys show higher aggression scores (Etxebarria et al, 2003).…”

“…In the case of children and adolescents with high ability, Palazuelo et al (2010) similarly observe more emotional signs in girls than in boys. However, authors like Prieto et al (2008) point out that there are no differences in emotional intelligence between high ability and non-high ability students, and no sex differences were observed. In the case of pre-teens (11-13 years old), Cova et al (2005) observe that women show higher emotional distress and depressive symptoms than males.…”

A Relação Entre Idade E Inteligência Emocional Em Adultos Com Altas Habilidades/Superdotação

“…A inteligência emocional (IE) nas AH/SD tem sido estudada por autores como Mayer et al (2001), Chan (2003), Rodriguéz (2004), Prieto (2006), Schwean et al (2006), Zenasni e Mouchiroud (2006), Prieto et al (2008), Gómez (2010), Brasseur e Gregoir (2010;2013), Bellamy et al (2013), Yassini e Mehrdad (2014), Jusseret (2015) e Fockedey (2015). Entretanto, no Brasil, segundo Chacon e Martins (2014), nenhuma das 70 teses e dissertações em educação de 1986 a 2011 abordou a IE de superdotados.…”