Self-perception of socio-emotional competence in two samples of G&T: Portuguese and Spanish pupils

Author(s):

Lola PrietoMarta Gomez Rosario Bermejo Carmen Ferrándiz

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 aim of this study is two-fold: a) to compare the self-perception of socio-emotional competence between two samples of gifted and talented Spanish and Portuguese pupils; and b) to study the differences by gender. It is necessary to outline that cultural differences could be influencing how gifted and talented children perceive their socio-emotional skills (Schewean, Saklofske, Widdifield-Konkin, Parker, & Kloosterman 2006). According to Baron (1997) the emotional-social intelligence have included one or more of the following key components: (a) the ability to recognize, understand and express emotions and feelings; (b) the ability to understand how others feel and relate with them; (c) the ability to manage and control emotions; (d) the ability to manage change, adapt and solve problems of a personal and interpersonal nature; and (e) the ability to generate positive affect and be self-motivated. Our model of identification distinguishes between gifted children (who show a high level of flexibility, they have an enormous capacity to manage and process any type of information. They enjoy complex tasks and situations that imply utilizing different intellectual resources), and talented students, who are extremely able in one academic subject: for example: verbal talent are pupils who have a facility with language in its broad forms: reading, writing, speaking and listening. The identification process is complex procedure where the counsellors have to take account the following steps: phase 1. Screening, aimed to measure a diversity of abilities, talents, and strengths. Phase 2. Psychometric intellectual abilities assessment, the aim is to evaluate the cognitive complexity of the students; and c) creativity assessment, we used the Torrance Tests of Creative Thinking. Phase 3: to study the socio-emotional profile of gifted and talented children.

Method

Sample The total sample was 117 G&T students (77 boys and 40 girls; 20 Portuguese and 97 Spanish). The aged ranged from 6 to 12 years old (M=11.79, SD=1.81). Instrument EQ-i:YV (Emotional Intelligence Inventory: Young Version, Bar-On & Parker 200), which is a 60-item self-report oriented towards measuring. The instrument has five scales: intrapersonal; interpersonal; stress management; adaptability and general mood. The five-scale internal structure has been confirmed in a Spanish sample by Ferrándiz et alt. (2006), reporting a reliability of .878, for =, 895) athe total EI scale. The questionnaire showed an adequate reliability ( in the research carried out by Prieto et alt. (2007). In our study, the reliability according to Cronbach’s alpha was .916. Data analysis We used a descriptive and correlation analysis. In addition, a MANOVA was conducted to assess the effects and the interaction between Portuguese and Spanish G&T and gender in the EI dimensions.

Expected Outcomes

Firstly, it is important to emphasize that G&T students of our sample self-reported good emotional adjustment, good strategies to cope with stress, adaptability and interpersonal abilities; which means that G&T pupils regard themselves as academic achievers who behave well, get along well with others, have good friends. Thus, our data are in accordance with the authors who reported that G&T do no have emotional problems (Ferrando, Ferrandiz, Prieto, Sánchez, Hernández, Serna & López, 2007; Schewean, Saklofske, Widdifield-Konkin, Parker, & Kloosterman, 2006). Secondly, Spanish G&T pupils showed a higher mood rating than Portuguese G&T pupils. Finally, the results did not show an effect for gender factor on emotional intelligence dimensions

References

Bar-On, R. (1997). Bar-On Emotional Quotient Inventory (EQ-i): Technical manual. Toronto, Canada: Multi-Health Systems Bar-On, R., & Parker J. D. (2000). EQ-i:YV. Bar-On Emotional Quotient Inventory: Youth Version. Technical Manual. New York: MHS. Bermejo, M. R., Ferrando, M., Ferrandiz, C., & Prieto, M. D. (2006). Cognitive profile of gifted children: An empirical study in the school context. Paper presented to the American Educational Research Association (AERA). San Francisco. 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. Ferrandiz, 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., Ferrandiz, C., Prieto, L., Sanchez. C., Hernández, D., Serna, B. & Lopez,. J. A. (2007). Socio-Emotional Intelligence in 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 . Fiedler, E. D. (1998). Denial of anger/denial of self Dealing with the dilemmas. Roeper Review, 20, 158-161. Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M., Bond, B. J., & Hogan, M. J. (2004). Academic achievement in high school: Does emotional intelligence matter? Personality and Individual Differences, 37, 1321-1330. Prieto, M. D., Bai, L., Ferrándiz, C., & Serna, B. (2007). Psychometric Characteristics of EQ-I:YV In an English Sample. Paper presented at the First International Congress on Emotional Intelligence. Malaga (Spain). September 19th -21 th . Sánchez, C., Prieto, M. D, Ferrando, M., Ferrándiz, C., Hernandez, D., Serna, B., & Lopez, J. A. (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 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, 30-37. Silverman, L. K. (1993). The gifted individual. In L. K. Silverman (Ed.), Counselling the gifted and talented (pp. 3-28). Denver: Love.

Author Information

Lola Prieto

Murcia University

Educational Psychology

Murcia

Marta Gomez

Murcia University, Spain

Rosario Bermejo

Alicante University, Spain

Carmen Ferrándiz