Inteligencia emocional y alta habilidad

  1. Prieto Sánchez, María Dolores
  2. Ferrándiz García, Carmen
  3. Ferrando Prieto, Mercedes
  4. Sánchez, Cristina
  5. Bermejo García, María Rosario
Zeitschrift:
Revista española de pedagogía

ISSN: 0034-9461 2174-0909

Datum der Publikation: 2008

Ausgabe: 66

Nummer: 240

Seiten: 241-259

Art: Artikel

Andere Publikationen in: Revista española de pedagogía

Bibliographische Referenzen

  • BAER, J. A. (1991) Depression, general anxiety, test anxiety, and rigidity of gifted junior high and high school children, Psychological Reports, 69, pp. 1128-1130.
  • BAKER, J. A. (1996) Everyday stressors of academically gifted adolescents, The Journal of Secondary Gifted Education, 7, pp. 356-368
  • BAR-ON, R. (1997) The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence (Toronto, Mult-Health Systems).
  • BAR-ON, R. y PARKER J. D. (2000) EQ-i:YV. Baron Emotional Quotient Inventory: Youth Version. Technical Manual (New York, MHS).
  • CARUSO, D. R.; MAYER, J. D. y SALOVEY, P. (1999) Emotional intelligence meets traditional standards for an intelligence, Intelligence, 27:4, pp. 267-298.
  • CASTELLÓ, A. y BATLLE, C. (1998) Aspectos teóricos e instrumentales en la identificación del alumno superdotado y talentoso. Propuesta de un protocolo, Faísca, 6, pp. 26-66.
  • CHAN, D. W. (2003) Dimensions of Emotional Intelligence and Their Relationships with Social Coping Among Gifted Adolescents in Hong Kong, Journal of Youth and Adolescence, 32: 6, pp. 409-418.
  • DABROWSKI, K. (1964) Positive Disintegration (London, Little Brown).
  • DAVIS, H. B. y CONNELL, J. P. (1985) The Effect of Aptitude and Achievement Status on the Self-System, Gifted Child Quarterly, 29:3, pp. 131-136
  • FERRANDO, M. (2006) Creatividad e Inteligencia emocional: un estudio empírico en alumnos con altas habilidades, Tesis Doctoral, Universidad de Murcia.
  • FERRANDO, M. y BAILEY, R. (2006) Emotional Intelligence in Gifted and Talented pupils: a pilot study, Paper presented at the Annual Meeting of the British Educational Research Association (BERA) Warwick University (UK).
  • FERRANDO, M.; FERRANDIZ, C.; PRIETO, L.; SÁNCHEZ, C.; HERNÁNDEZ, D.; SERNA, B. y LÓPEZ, J. A. (2007) Socio-Emotional Intelligence, en G&T and Non-G&T, Pupils Paper presented to the World Council for Gifted and Talented Children, 17th Biennial World Conference. University of Warwick, (UK). August 5th-10th.
  • FREEMAN, J. (1983) Emotional Problems of the Gifted Child, Journal of Child Psychology and Psychiatry, 24:3, pp. 481-485.
  • FREEMAN, J. (1994) Some Emotional Aspects of Being Gifted, Journal for the Education of the Gifted, 17, pp. 180-197.
  • GARDNER, H. (1993) Creating Minds: An Anatomy of Creativity Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi (New York, Basic Books) (Traducción española, 1995, Mentes creativas, Barcelona, Paidós).
  • GENOVARD, C. y CASTELLÓ, A. (1990) El límite superior. Aspectos psicopedagógicos de la excepcionalidad intelectual (Madrid, Pirámide).
  • GENOVARD, C.; PRIETO, M. D.; BERMEJO, M. R. y FERRÁNDIZ, C. (2005) History of creativity in Spain, en J. C. KAUFMAN y R. J. STERNBERG (eds.) The International Handbook of Creativity, pp. 68-95 (Massachusetts, Cambridge University Press).
  • HOLLINGWORTH, L. (1942) Children Above 180 IQ. Standford Binet (New York, World Book).
  • JANOS, P. M. y ROBINSON, N. M. (1985) Psychosocial Development in Intellectually Gifted Children, en F. D. HOROWITZ y M. O'BRIEN (eds.) The Gifted and Talented: Developmental Perspectives, pp. 149-195 (Washington, DC, American Psychological Association).
  • JONES, K. y DAY, J. D. (1996) Cognitive Similarities Between Academically and Socially Gifted Students, Roeper Review, 18: 4, pp. 270-273.
  • LOPES, P. N.; SALOVEY, P. y STRAUS, R. (2003) Emotional Intelligence, personality, and the perceived quality of social relationships, Personality and Individual Differences, 34, pp. 1-18.
  • MATTHEWS, G.; ZEIDNER, M. y ROBERTS, R. D. (2002) Emotional intelligence: science and myth (Cambridge, Mass., The MIT Press).
  • MAYER, J. D.; PERKINS, D. M.; CARUSO, D. y SALOVEY, P. (2001) Emotional Intelligence and Giftedness, Roeper Review, 23, pp. 131-137.
  • PETRIDES, K. V. y FURNHAM, A. (2001) Trait emotional intelligence: psychometric investigation with reference to established trait taxonomies, European Journal of Personality, 15, pp. 425-448.
  • PORTER, L. (2005) Gifted young children. A guide for teachers and parents (Nueva York, McGraw Hill).
  • PRIETO, M. D. (ed.) (1997) Identificación y atención a la diversidad del superdotado (Málaga, Aijibe).
  • PRIETO, M. D. y FERRANDO, M. (en prensa) Prejudices about Emotional Intelligence in Gifted and Talented Children, en D. MATTHEWS y T. BALCHIN (eds.) Beyond Giftedness (Routledge Companions).
  • PURKEY, W. W. (1966) Measured and professed personality characteristics of gifted high school students and an analysis of their congruence, The Journal of Educational Research, 60:3, pp. 99-103.
  • ROEDELL, W. C. (1986) Socio-emotional vulnerabilities of young gifted children, Journal Of Children in Contemporary Society, 18: 3-4, pp. 17-29.
  • SAKLOFSKE, D. H.; AUSTIN, E. J. y MINSKI, P. S. (2003) Factor structure and validity of a trait emotional intelligence measure, Personality and Individual Differences, 34, pp. 707-721.
  • SALOVEY, P. y MAYER, J. D. (1990) Emotional intelligence, Imagination, Cognition and Personality, 9, pp. 185-211.
  • SÁNCHEZ, C. (2006) Configuración cognitivo-emocional en alumnos de altas habilidades (Murcia, Tesis doctoral. Universidad de Murcia).
  • SCHUTTE, N. S.; MALOUFF, J. M.; HALL, L. E.; HAGGERTY, D. J.; COOPER, J. T.; GOLDEN, C. J. y DORNHEIM, L. (1998) Development and validation of a measure of emotional intelligence, Personality and Individual Differences, 25, pp. 167-177.
  • STERNBERG, R. J. y LUBART, T. (1995) Defying the Crowd: Cultivating Creativity in a Culture of Conformity (Free Press) (Traducción española, 1995, La creatividad en una sociedad conformista. Madrid, Paidós).
  • SWIATEK, M. A. (1995) An Empirical Investigation Of The Social Coping Strategies Used By Gifted Adolescents, Gifted Child Quarterly, 39, pp. 154-160.
  • TERMAN, L. (1925) Mental and physical traits of a thousand gifted children (Stanford, CA, Stanford University Press).
  • TORRANCE, E. P. (1974) The Torrance Tests of Creative Thinking-Norms-Technical Manual Research Edition-Verbal Tests, Forms A and B- Figural Tests, Forms A and B (Princeton, NJ, Personnel Press).
  • YUSTE, C.; MARTÍNEZ, R. y GALVE, J. L. (2001) Batería de Aptitudes Diferenciales y Generales (BADyG, Battery of Diferencial Aptitudes of Intelligence, IQ test) (Madrid, CEPE).
  • ZEIDNER, M.; SHANI-ZINOVICH, I; MATTHEWS, G. y ROBERTS, R. D. (2005) Assessing Emotional Intelligence in gifted and non-gifted school students: outcomes depending on the measure, Intelligence, 33, pp. 369-391.