Relationships Among Emotional and Intellectual Overexcitability, Emotional IQ, and Subjective Well-Being

Beduna, Kerry; Perrone, Kristin M.

doi:10.1080/02783193.2015.1112862

Cited by 9 publications

(8 citation statements)

References 25 publications

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“…It seems that social and emotional competences, those related to emotional regulation in particular, can protect actors from psychological problems. This way of thinking may be supported by a study assessing the relationship between OE and life satisfaction (Beduna & Perrone-McGovern, 2016), showing that emotional competences, which were not directly correlated with OE, are a mediator between emotional OE and life satisfaction. Therefore, in future studies it will also be worth it to look at the importance of emotional regulation in acting and thereby look at the role of emotional competencies.…”

Section: Discussionmentioning

confidence: 91%

Overexcitability in actors.

Martowska

Matczak

Jóźwik

2020

Psychology of Aesthetics, Creativity, and the Arts

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Overexcitability (OE) is a key term used in the theory of positive disintegration by Kazimierz Da ˛browski (1964). The author distinguished 5 types of OE (psychomotor, sensual, imaginational, intellectual, and emotional) and showed that they are correlated with outstanding talents and creativity. Da ˛browski (1964) believed that OE may be responsible for emotional imbalance, adaptation difficulties, and mental disorders in some artistically and intellectually gifted individuals. The aim of this study was to explore whether there are any differences in OE between artistically talented individuals (here, actors; n ϭ 40) and the control group (n ϭ 30). The Overexcitability Questionnaire-II (OEQ-II) was used to measure OE. We found differences in OE between the study groups: Actors scored significantly higher on sensual, imaginational, emotional, and psychomotor OEs compared to the control group. Because the previous study (Thomson & Jaque, 2016) has shown that emotional and imaginational OEs significantly predicted shame, anxiety, and depression, the actors' results (n ϭ 40) were compared with the sten norms (Standard Ten) for OEQ-II, developed in a normalizing study (n ϭ 784), for these 2 types of OE. It was found that actors scored significantly higher than did the general population.

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Section: Discussionmentioning

confidence: 91%

Overexcitability in actors.

Martowska

Matczak

Jóźwik

2020

Psychology of Aesthetics, Creativity, and the Arts

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“…These findings emphasize the high level of achievement of gifted adults' career goals. As indicated in the study of Beduna & Perrone-McGovern (2016), marital satisfaction was identified as the "predictor" of life achievement and satisfaction amongst gifted adults.…”

Section: -1-level Of Achievement Of Life Goals For the Gifted Adultsmentioning

confidence: 94%

“…Religiosity is one of the dimensions of spiritual well-being based on which it is defined as "one's relationship with a higher power within a system of religious beliefs." Whereas the seconddimension addresses "one's sense of meaning and purpose in life apart from any specific religious framework" (Beduna & Perrone-McGovern, 2016). Although extensive studies have been conducted to analyze gifted children's lives before their high school education, a significant literature gap regarding the development of gifted individuals and their well-being once they become an adult has been found (Liang & Ketcham, 2017).…”

Section: -2-the Difference In the Level Of Importance Of The Life Gomentioning

confidence: 99%

The importance of life goals and the level of their achievement among gifted adults in Jordan

Katanani

Sakarneh

2021

CJES

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The current study aimed to identify the degree of importance of life goals and the achievement of these goals among gifted adults in Jordan in the main fields of life goals, and if there are statistically significant differences in the degree of importance and the level of achievement of life goals due to gender and degree of religiosity. The study sample consisted of (80) gifted graduates’ adults from Jubilee school graduates, whose ages range from (26-41). The descriptive-survey method was used to achieve study goals. The results indicated that all life goals were of high importance to the respondents, regardless of gender. Significant differences were identified in the achievement of life goals attributed to the gender variable in favor of females. The result also showed no fundamental differences in the degree of importance of life goals attributed to the degree of religiosity. The study results revealed that gifted adults focus mainly on achieving goals and professional success, and they achieve themselves through the profession. They see that a promising future means career success and economic power enables them to achieve life goals related to their partner and family. Keywords: Life goals; goals achievement; gifted adults; gender; religiosity.

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“…Openness and OE also both co-occur with a broad set of social-emotional characteristics. These relationships are complex and associated with specific OEs or OtE facets, which may explain why results sometimes point to relationships with negative outcomes such as life dissatisfaction, depression, and sleep disturbance (Martowska & Matczak, 2017; Wolfenstein & Trull, 1997), while other studies report positive associations such as emotional resilience and empathy (for OtE see Guilera, Batalla, Forne, & Soler-Gonzalez, 2019; for OE see Martowska & Matczak, 2017) or emotional intelligence (for OtE see Alghamdi et al, 2017; for OE see Beduna & Perrone-McGovern, 2016). This complex set of results suggests that, just like OtE, the presence of OEs may have “differential, opposing effects” (Xin et al, 2017, para 20) depending on the specific OE and the triggering event.…”

Section: Similarities and Differences Between Openness To Experience ...mentioning

confidence: 99%

Openness to experience and overexcitabilities in a sample of highly gifted middle school students

Gallagher¹

2021

Gifted Education International

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A sample of 108 highly gifted middle school students participated in a study of the relationships between Big Five factors and overexcitabilities. Students completed the NEO-FFI and Overexcitabilities Questionnaire-II (OEQ-II). A cutoff score applied to the OEQ-II created a threshold for overexcitability, ensuring only extreme responses. Analysis groups were based on the number of OEs students possessed based on the cutoff score. An analysis of variance assessed differences in students’ NEO-FFI scores according to the number of OEs they reported. Students with three or more overexcitabilities had significantly higher scores on NEO-FFI openness to experience than students with fewer overexcitabilities. Gifted females had significantly higher scores on NEO-FFI neuroticism scale than gifted males. The results hold implications for understanding the academic and social-emotional needs of highly gifted students and justify use of the Big Five model and overexcitabilities together to further understand the relationship between intelligence, personality, and giftedness.

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Relationships Among Emotional and Intellectual Overexcitability, Emotional IQ, and Subjective Well-Being

Cited by 9 publications

References 25 publications

Overexcitability in actors.

Overexcitability in actors.

The importance of life goals and the level of their achievement among gifted adults in Jordan

Openness to experience and overexcitabilities in a sample of highly gifted middle school students

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