Parents’ perception of socio-emotional competence in gifted and talented (G&T) pupils: A comparative study

Author(s):

Mercedes FerrandoCarmen Ferrandiz Rosario Bermejo Leandro Almeida

Conference:

ECER 2009

Network:

9. Assessment, Evaluation, Testing and Measurement

Format:

Paper

Session Information

09 SES 01 A, Assessment With Gifted and Talented Students

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

HG, HS 50

Chair:

Wolfram Rollett

Contribution

The topic of gifted students’ emotional intelligence (EI) is still debated today. In the literature there are two contrary positions. On the one hand, the position supported by researchers who claim that gifted show socio-emotional problems (Gross, 2002; Dauber & Benbow, 1990; Freeman, 1979; Janos & Robinson, 1985); on the other hand those who maintain that gifted, just by being gifted, do not present maladjustments in terms of their emotional intelligence or psychological well being (Friedler, 1993; Morelock, 1992, Silverman, 1993). However, it is difficult to come to any conclusion in terms of social and emotional adjustment abilities of gifted children on the basis of these arguments. Meanwhile, research conducted using the new model of emotional intelligence shows a more complex and complete view towards adjustment issues of gifted children. Thus, we use the Baron Emotional Intelligence model (1997) aimed to measure the skills and abilities comprised in the EI. He defines socio-emotional competence as being concerned with effectively understanding oneself and others, relating well to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands. Bar-On posits that EI develops over time and that it can be improved through training, programming, and therapy.The aim of this study is two-fold: a) to compare the perception that a sample of Portuguese and Spanish parents of G&T children have about the socio-emotional competence of their gifted children; and b) to study the differences by gender. The G&T students were identified according to the guidelines proposed by Castelló and Batlle (1998). In this model the high ability is seen as a continuum, in which the cognitive complexity increases from simple talent (the lowest extreme) to giftedness (the highest extreme). The continuum ranges from specificity to generality, simple talented are good just in one area of intellectual resources (aptitude), whereas gifted ones are good at a general level that is in all intellectual resources the other aspect that increases through the continuum is the ability to combine different intellectual resources in problem-solving, that is, while a multiple talent is just the expression of two or more simple talents working separately, a complex talent involves the combination of different areas to face problems.

Method

Sample: The total sample was 54 G&T´s parents: 15 Portuguese and 39 Spanish. The Spanish and Portuguese G&T pupils were involved in a wider research oriented to identify G&T pupils. Instrument Parents completed the questionnaire for assessing their children EI (EQ-i:YV-O, Emotional Quotient-Inventory: Youth Version-Observer Form, Bar-On & Parker, in press). The questionnaire consists of 38 items. Parents have to assess their children EI (on a scale ranging from 1 = never happens, 2 = sometimes happens, 3 = almost always happens and 4 = always happens). The objective is to evaluate the following dimensions: intrapersonal intelligence (the ability to understand their own emotions and communication with others); interpersonal intelligence (ability to understand and appreciate the emotions of others); managing emotions (ability to lead and control their own emotions); adaptability (flexibly and effectively to resolve conflicts) and general mood (ability to take a positive attitude towards life).

Expected Outcomes

In general, parents in our study reported that their G&T children showed good emotional adjustment, high abilities to cope with stress, adaptability and interpersonal abilities. Our results are in accordance with data obtained from different studies carried out using new models of emotional intelligence, these emphasise that none of the preconceived ideas or prejudices concerning the personal and social maladjustment of high ability students is corroborated (Prieto & Ferrando, in press; Schewean, Saklofske, Widdifield-Konkin, Parker, & Kloosterman, 2006). It means that the emotional and social problem cannot be generalised for every gifted child. In addition, parents indicated higher adaptability for boys than for girls. Our data are in accordance with other studies (Bar-On & Parker, 2000; Ferrándiz, Ferrando, Bermejo & Prieto, 2006; Ferrando, 2006; Karma & Maliha, 2005; Petrides & Furham, 2000). Finally, we would like to emphasize that the results did not show differences according to nationality.

References

Bar-On R., & Parker, J.D. (In press). Bar-On Emotional Quotient Inventory: Youth Version – Observer Form. Toronto, Canada: Multi-Health Systems, in press Bar-On, R. & Parker J.D. (2000). EQ-i:YV. Bar-On Emotional Quotient Inventory: Youth Version. Technical Manual. New York: MHS. Bar-On, R. (1997). Bar-On Emotional Quotient Inventory (EQ-i): Technical manual. Toronto, Canada: Multi-Health Systems Bermejo, M. R., Ferrando, M., Ferrándiz, C. & Prieto, M. D. (2006). Cognitive profile of gifted children: An empirical study in the school context Paper presented to the AERA (American Educational Research Association). San Francisco (USA) April: 7th -11th. Castello, A. & Batlle, C. (1998). Aspectos Teóricos e instrumentales en la identificación del alumnado superdotado y talentoso. Propuesta de un protocolo. FAISCA, 6, 26-63. Dauber, S.L. & Benbow, C.P. (1990). Aspects of personality and peer relations of extremely talented adolescents. Gifted Child Quarterly, 34(1), 10-14. Ferrándiz, C., Ferrando, M., Bermejo, R. & Prieto, M. D. (2006). Emotional intelligence and Personality. Paper presented at the Annual Meeting British Educational Research Association (BERA). September (6 – 9) Warwick University (UK). Ferrando, M. (2006). Creatividad e Inteligencia Emocional: Un estudio empírico en alumnos con altas habilidades. Published PhD Thesis. Universidad de Murcia. Fiedler, E. D. (1993). Square pegs in round holes: Gifted kids who don't fit in. Understanding Our Gifted, 5 (5A), 1, 11-14. Freeman, J. (1979). Gifted Children. Lancaster, UK: MTP Press Gross, M. (2002). Social and emotional issues for exceptionally intellectually gifted students. In M. Neihart, S. Reis, N. Robinson & S. Moon (Eds.), The social and emotional development of gifted children. What do we know? (pp. 19-29). Washington D.C.: Prufrock Press. Janos, P.M., & Robinson, N.M. (1985). Psychosocial development in intellectually gifted children. In F.D. Horowitz and M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 149¬195). Washington, DC: American Psychological Association. Karma, E. H., & Maliha, E. S. (2005). Adapting and Validating the Bar-On EQ-i:YV in the Lebanese Context. International Journal of Testing, 5, (3), 301-317. Morelock, M.J. (1992). Giftedness: The view from within. Understanding Our Gifted, January/February, 4, (3), 11-15 Petrides, K. V. & Furnham, A. (2000). Gender differences in measured and self-estimated trait emotional intelligence. Sex Roles, 42, 449-461 Prieto, M. D. & Ferrando, M. (2008). Prejudices about Emotional Intelligence in Gifted and Talented Children. In Balchin, T. Hymer, B and Matthews, D. (eds.), Routledge-Falmer International Companion to Gifted Education. Routledge-Farmer: Oxon Sánchez, C., Prieto, L., Ferrando, M., Ferrándiz, C., Hernandez, D., Serna, B., & Lopez, J. L. (2007). Assessment and Identification of Cognitive Profile of Gifted and Specific talents. Paper presented to the World Council for Gifted and Talented Children, 17th Biennial World Conference. University of Warwick, (UK). August 5th - 10th Silverman, LK. (1993). The gifted individual. In L.K. Silverman (Ed.), Counselling the gifted and talented (pp. 3-28). Denver: Love. Schewean, V.L., Saklofske, D. H., Widdifield-Konkin, L., Parker, J. & Kloosterman, P. (2006). Emotional Intelligence and Gifted Children. E-Journal of Applied Psychology: Emotional Intelligence, 2 (2), 30-37.

Author Information

Mercedes Ferrando

Murcia University

Educational Psycholochy

Murcia

Carmen Ferrandiz

Alicante University, Spain

Rosario Bermejo

Do Minho University, Spain

Leandro Almeida

Murcia University, Spain

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