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

International Journal of Environmental Research and Public Health

MaríaJosé Llopis-Bueno¹  AnaMaría Casino-García¹  LucíaInmaculada Llinares-Insa² 

[1] Facultad de Magisterio y Ciencias de la Educación, Universidad Católica de Valencia “San Vicente Mártir”, 46001 Valencia, Spain;Facultad de Psicología, Universitat de València, 46010 Valencia, Spain;

关键词: gifted;    self-esteem;    self-concept;    emotional intelligence;    primary and middle school;   

DOI  :  10.3390/ijerph18031006

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown