Cómo funcionan las competencias socioemocionales en los estudiantes de alta habilidad

  1. SAINZ GÓMEZ, Marta 1
  2. BERMEJO GARCÍA, Rosario 1
  3. FERRÁNDIZ GARCÍA, Carmen 1
  4. PRIETO SÁNCHEZ, M.ª Dolores 1
  5. RUIZ MELERO, María José 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Aula: Revista de Pedagogía de la Universidad de Salamanca

ISSN: 0214-3402

Year of publication: 2015

Issue Title: Los talentos en la educación

Issue: 21

Pages: 33-47

Type: Article

DOI: 10.14201/AULA2015213347 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Aula: Revista de Pedagogía de la Universidad de Salamanca

Abstract

The aim of this paper is to study social-emotional competences of a group of talented students. For this purpose 1237 secondary school students have participated, in which 231 students a 8.3% were identified as figurative talents, a 2.7% as academical talents and a 7.6% as combined talents (figurative and academical), where 145 (62.6%) were boys. All of them are studying in different education centres in Spain both public and private. Identification was made according to the criteria developed by Castelló & Battle (1998). The students ages range from 11 to 17 years old (M = 13.91; DT = 1.182). The instrument used to measure social-emotional competences was the Emotional Quotient Inventory: Youth Version, EQ-i:YV (Bar-On & Parker, 2000). The Bar-On EQ-i:YV is a 60-item self-report inventory which assesses emotional intelligence (EI) in youths aged from 7 to 18 years old. The results indicate that figurative talented students show a higher stress management; while the combinated talents (figurative and academical talent) show higher intrapersonal and adaptability competences.

Bibliographic References

  • AUSTIN, A. B. y DRAPER. D. C. (1981) Peer relationships of the academically gifted: A review. Gifted Child Quarterly, 25, 129-133.
  • http://dx.doi.org/10.1177/001698628102500310
  • BAKER, J. A. (1995) Depression and suicidal ideation among academically gifted adolescents. Gifted Child Quarterly, 39, 218-223.
  • http://dx.doi.org/10.1177/001698629503900405
  • BAR-ON, R. (1997) The Bar-On Emotional Quotient Inventory (eq-i): A Test of Emotional Intelligence. Toronto, Canada: Multi-Health Systems.
  • BAR-ON, R. (2001) Emotional intelligence and self-actualization. En Joseph Ciarrochi, Joe Forgas y John D. Mayer (eds.) Emotional intelligence in everyday life: A scientific inquiry (pp. 82-97). New York: Psychology Press.
  • BAR-ON, R. (2004) The Bar-On Emotional Quotient Inventory (eq-i): Rationale, description, and summary of psychometric properties. En G. Geher (ed.) Measuring emotional in telligence: Common ground and controversy (pp. 111-142). Hauppauge, ny: Nova Science Publisher.
  • BAR-ON, R. (2006) eq-i leadership user’s guide. Toronto, Canada: Multi-Health Systems.
  • BAR-ON, R. (2007) The Bar-On model of emotional intelligence: A valid, robust and applicable EI model. Organisations and People, 14, 27-34.
  • BAR-ON, R. y MAREE, J. G. (2009) In search of emotional-social giftedness: A potentially viable and valuable concept. En L. V. Shavinina (ed.) International handbook of giftedness (pp. 559-570). New York City: Springer Science.
  • http://dx.doi.org/10.1007/978-1-4020-6162-2_26
  • BAR-ON, R. y PARKER, J. D. (2000) Bar-On Emotional Quotient Inventory: Youth Version – Observer Form. Toronto, Canada: Multi-Health Systems.
  • BERMEJO, R.; PRIETO, M. D.; FERNÁNDEZ-VIDAL M. C.; SOTO, G. y SAINZ, M. (2013) Perfil Cognitivo-Creativo del Talento Emocional. Journal of New Approaches In Educational Research (naer), 2 (1), 13-17.
  • http://dx.doi.org/10.7821/naer.2.1.12-16
  • BURKS, B. S.; JENSEN, D. W. y TERMAN, L. (1930) Genetic studies of genius: Volume 3, The promise of youth: Follow-up studies of a thousand gifted children. Stanford, ca: Stanford University Press.
  • CASTELLÓ, A. y BATLLE, C. (1998) Aspectos teóricos e instrumentales en la identificación del alumnado superdotado y talentoso. Propuesta de un protocolo. faisca, 6, 26-66.
  • COX, C. M. (1926) The early mental traits of three hundred geninses. Stanford, ca: Stanford University Press.
  • DIRKES, M. A. (1983) Anxiety in the gifted: Pluses and minuses. Roeper Review, 6, 68-60.
  • http://dx.doi.org/10.1080/02783198309552758
  • FERNÁNDEZ-VIDAL, M. C. (2011) Competencia socioemocional en adolescentes de altas habilida des: Un estudio comparativo. Tesis doctoral. Universidad de Murcia.
  • FERRANDO, M. (2006) Creatividad e Inteligencia Emocional: Un estudio empírico en alumnos con altas habilidades. Tesis doctoral. Universidad de Murcia.
  • GALLUCCI, N. T. (1988) Emotional adjustment of gifted children. Gifted Child Quarterly, 32, 273-276.
  • http://dx.doi.org/10.1177/001698628803200206
  • GROSS, J. J. (2014) Emotion regulation: conceptual and empirical foundationes. En Handbook of Emotion Regulation (pp. 3-20). New York: The Guildford Press.
  • GROSSBERG, I. N. y CORNELL, D. G. (1988) Relationship between personality adjustment and high intelligence: Terman versus Hollingworth. Exceptional Children, 55, 266-272.
  • HOLLINGWORTH, L. S. (1931) The child of very superior intelligence as a special problem in social adjustment. Mental Hygiene, 15, 1-61.
  • HOLLINGWORTH, L. S. (1942) Children above 180 iq Stanford-Binet: Origin and development. Yonkers-on-Hudson, ny: World Book.
  • http://dx.doi.org/10.1037/13574-000
  • HOWARD-HAMILTON, M. y FRANKS, B. A. (1995) Gifted adolescents: Psychological behaviors, values, and developmental implications. Roeper Review, 17(3), 186-191.
  • http://dx.doi.org/10.1080/02783199509553656
  • IBM Corp. (2011) IBM SPSS Statistics for Windows, Version 20.0. Armonk, ny: ibm Corp.
  • Janos, P. M. y Robinson, N. M. (1985) Psychosocial development in intellectually gifted chil dren. En F. D. Horowitz y M. O’Brien (eds.) The gifted and talented: Developmental perspectives. Washington, dc: American Psychological Association.
  • http://dx.doi.org/10.1037/10054-006
  • JUDA, A. (1949) The relationship between highest mental capacity and psychic abnormalities. American Journal of Psychiatry, 106, 296-307.
  • http://dx.doi.org/10.1176/ajp.106.4.296
  • KANE, M. y SILVERMAN, L. (2014) Fostering Well-Being in Gifted Children: Preparing for an Uncertain Future. En F. Hellen, M. Machado, S. Bahia y T. Stoltz. Altas Habilidades/Superdotação (ah/sd). Criatividade e Emoção (pp. 67-83). Brasil: Juruá.
  • LAJOIE, S. P. y SHORE, M. (1981) Three myths? The over-representation of the gifted among dropouts, delinquents, and suicides. Gifted Child Quarterly, 25, 138-143.
  • http://dx.doi.org/10.1177/001698628102500312
  • LEWIS, W. D. (1943) Some characteristics of very superior children. Journal of Genetic, 62, 301 309.
  • http://dx.doi.org/10.1080/08856559.1943.10533220
  • NAIL, J. M. y EVANS, J. G. (1997) The emotional adjustment of gifted adolescents: A view of global functioning. Roeper Review, 20, 18-21.
  • http://dx.doi.org/10.1080/02783199709553845
  • NEIHART, M. (1991) Anxiety and depression in high ability and average ability adolescents. Doctoral dissertation. University of Northern Colorado. Dissertation Abstracts Interna tional.
  • NEVILLE, C.; TOLAN, S. S. y PIECHOWSKI, M. M. (eds.) (2013) Off the charts. Asynchrony and the gifted child. Unionville, ny: Royal Fireworks Press.
  • OLSZEWSKI-KUBILIUS, P. y KULIEKE, M. (1989) Personality dimensions of gifted adolescents. En J. VanTassel-Baska & P. Olszewski-Kubilius (eds.) Patterns of Influence on Gifted Learners: the Home, the Self, and the School (pp. 125-145). New York: Teachers College Press.
  • PETERSON, J. (2014) Paying attention to the Whole Gifted Child: Why, When, and How to focus on Social and Emotional Development. En F. Hellen, M. Machado, S. Bahia y T. Stoltz. Altas Habilidades/Superdotação (ah/sd). Criatividade e Emoção (pp. 45-65). Brasil: Juruá.
  • POWELL, P. M. y HADEN, T. (1984) The intellectual and psychosocial nature of extreme gifted ness. Roeper Review, 6, 131-133.
  • http://dx.doi.org/10.1080/02783198409552783
  • PRIETO, M. D. y FERRANDO, M. (2009) Prejudices about Emotional Intelligence in Gifted and Talented Children. En T. Balchin, B. Hymer y D. Matthews (eds.) The Routledge In ternational Com-panion to Gifted Education (pp. 149-154). New York: Routledge-Farmer.
  • PYRYT, M. C. (2011) Helping gifted students cope with perfectionism. En J. L. Jolly, D. J. Tre ffinger, T. F. Inman y J. F. Smutny (eds.) Parenting gifted children (pp. 546-554). Waco, tx: Prufrock Press.
  • ROEDELL, W. C. (1984) Vulnerabilities of highly gifted children. Roeper Review, 6, 127 130.
  • http://dx.doi.org/10.1080/02783198409552782
  • SAINZ, M. (2008) Competencia socioemocional de alumnos con altas habilidades y habilidades me dias: Percepción de padres, profesores y alumnos. Tesis de Licenciatura. Universidad de Murcia.
  • SAINZ, M. (2010) Creatividad, personalidad y competencia socio-emocional en alumnos de Altas Habilidades versus no Altas Habilidades. Tesis doctoral. Universidad de Murcia.
  • SAINZ, M.; FERNÁNDEZ-VIDAL M. C. y SOTO, G. (2012) Inteligencia Emocional y Alta Habili dad. Revista Amazônica, x, 186-203.
  • SAINZ, M.; FERRÁNDIZ, C.; FERNÁNDEZ, M. C. y FERRANDO, M. (2014) Propiedades psicométri cas del Inventario de Cociente Emocional eq-i:yv en alumnos superdotados y talentosos. Revista de Investigación Educativa, 32 (1), 41-55.
  • http://dx.doi.org/10.6018/rie.32.1.162501
  • SAINZ, M.; RUIZ, M. J. y PRIETO, L. (2014) Perfiles emocionales de superdotados y talentos. En F. H. Ribeiro, M. Machado, S. Bahia y T. Stoltz (coords.) Altas Habilidades y Superdo tação (ah/sd). Criatividades e Emoção (pp. 127-148). Brasil: Juruá.
  • SCHAUER, G. H. (1976) Emotional disturbance and giftedness. The Gifted Child Quarterly, 20
  • (4), 470-477.
  • SCHEWEAN, V. L.; SAKLOFSKE, D. H.; WIDDIFIELD-KONKIN, L.; PARKER, J. y KLOOSTERMAN,P. (2006) Emotional Intelligence and Gifted Children. E-Journal of Applied Psychology: Emotional Intelligence, 2 (2), 30-37.
  • http://dx.doi.org/10.7790/ejap.v2i2.70
  • SCHULER, P. (2002) Perfectionism in gifted children and adolescents. En M. Neihart, S. M. Reis, N. M. Robinson y S. M. Moon (eds.) The social and emotional development of gifted children: What do we know? (pp. 71-79). Waco, tx: Prufrock Press.
  • SEON-YOUNG, L. y OLSZEWSKI-KUBILIUS, P. (2006) The Emotional Intelligence, Moral Judg ment and Leadership of Academically Gifted Adolescents. Journal for the Education of the gifted, 30 (1), 29-67.
  • SWORD, L. K. (2005) Emotional intensity in gifted children. Obtenido de www.giftedservices. com.au.
  • TERMAN, L. (1916) The measurement of intelligence. Boston: Houghton Mifflin.
  • http://dx.doi.org/10.1037/10014-000
  • TERMAN, L. (1925) Mental and physical traits of a thousand gifted children. Genetic studies of genius, vols. 1 and 2. Stanford, ca: Stanford University Press.
  • TERMAN, L. y ODEN, M. H. (1947) The gifted child grows up. Genetic studies of genius, vol. 4. Stanford, CA: Stanford University Press.
  • TERMAN, L. y ODEN, M. H. (1959) The gifted group at mid-life. Genetic studies of genius, vol. 5. Stanford, CA: Stanford University Press.
  • ZEIDNER, M. y SCHLEYER, E. J. (1999) The big-fish-little-pond effect for academic self concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305-329.
  • http://dx.doi.org/10.1006/ceps.1998.0985
  • ZEIDNER, M.; SHANI-ZINOVICH, I.; MATTHEWS, G. y ROBERTS, R. D. (2005) Assessing Emo tional Intelligence in gifted and non-gifted school students: Outcomes depending on the measure. Intelligence, 33, 369-391.
  • http://dx.doi.org/10.1016/j.intell.2005.03.001
Data source: Dialnet