Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis

Alabbasi, Ahmed M. Abdulla; Ayoub, Alaa Eldin A.; Ziegler, Albert

doi:10.1080/13598139.2020.1770704

Cited by 32 publications

(35 citation statements)

References 59 publications

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“…However, gifted students can experience emotional overexcitability [121], great emotional intensity, strong empathy, and great affective expression [33]. In recent meta-analyses [122,123], the different results of studies on EI in gifted students are verified. In general, these students present high EI scores and slight differences, in their favor, compared to normotypical students.…”

Section: Self-esteem and Gifted Studentsmentioning

confidence: 98%

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

Casino-García

Llopis-Bueno

Llinares-Insa

2021

IJERPH

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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.

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Section: Self-esteem and Gifted Studentsmentioning

confidence: 98%

“…However, they may excel in some aspects of EI and have lower scores in others. For example, non-gifted students are more effective at stress management [122]. Gifted students obtain higher scores in moods, but lower in intrapersonal skills; it is difficult for them to describe and share their feelings [124].…”

Section: Self-esteem and Gifted Studentsmentioning

confidence: 99%

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

Casino-García

Llopis-Bueno

Llinares-Insa

2021

IJERPH

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“…With regard to emotional intelligence, female participants have outperformed male participants in several studies (Schutte et al, 1998;Petrides and Furnham, 2000;Gerber, 2004;Bar-On, 2006;Tapia and Marsh, 2006;Sünbül, 2007). The same findings hold true for gifted students, as gifted female students score higher than gifted male students on emotional intelligence (Abdulla Alabbasi et al, 2020). A recent study in Iran found that female students scored higher on many aspects of emotional intelligence than male students (Meshkat and Nejati, 2017).…”

Section: Impact Of Gender and Grade Level On Intelligencementioning

confidence: 52%

“…Most studies, including a recent meta-analysis, have demonstrated that gifted students score higher than non-gifted students on emotional intelligence measures (Abdulla Alabbasi et al, 2020). However, this is not always the case.…”

Section: Gifted Students and Intelligencementioning

confidence: 99%

Do Different Types of Intelligence and Its Implicit Theories Vary Based on Gender and Grade Level?

et al. 2022

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The current study investigated correlations among gifted students’ academic performance; emotional, social, analytical, creative, and practical intelligence; and their implicit theories of intelligence. Furthermore, it studied the effect of gender and grade on these variables. The participants included 174 gifted fifth (41.4%) and sixth (58.6%) grade students, comprising 53.4% male and 46.6% female. The following analytical, creative, and practical intelligence tests were administered: Aurora Battery, the emotional intelligence scale, the implicit theories of intelligence scale, and an assessment scale of students’ performances. The results revealed significant correlations among academic performance, kinds of intelligence, and implicit theories of intelligence. There were no significant differences between the male and female students in these measures. There were, however, significant differences between the fifth and sixth grade students, with the sixth-grade students showing higher levels of all kinds of intelligence, except emotional intelligence. Moreover, the results indicated that the intelligence measures were non-significantly affected by either gender or gender–grade interaction. Overall, our results showed that most types of intelligence are related to giftedness, and that there were no gender differences among gifted students on measures of intelligence.

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“…However, the case is different for emotions. In our own studies, we found that gifted females have a higher emotional intelligence than gifted males (Alabbasi, Alaa, & Ziegler, 2020). However, a re-traditionalization would suggest that women in the stressful situation of the pandemic would show more emotions that are consistent with the gender stereotype.…”

Section: The Current Researchmentioning

confidence: 72%

Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19

Ziegler

2020

Journal for the Education of Gifted Young Scientists

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In Germany, the 2020 summer semester was substantially influenced by the COVID-19 pandemic. In an empirical study, we focus on female top performing students in STEM and the humanities. Of particular interest was whether the measures associated with the pandemic constitute a risk-factor for a re-traditionalization of gender roles. Before lectures or courses began, students at a full-scale university were invited to participate in an online survey. We investigated four research questions: 1) Are women underrepresented in our sample among the top performers in STEM and the humanities? Are there gender differences among top performers with regard to (2) digital readiness, (3) socio-emotional and (4) learning related variables? The sample of the study consisted of 2,849 higher education STEM and humanities students. The study took place as an online survey. In the week before the start of the official lecture period, all students enrolled at the university were invited to take part via an e-mail correspondence from the Vice President of Education (survey access link). Participation in the survey took place via the Questback platform and was activated for 10 days. The cutoff point for the ability level was set at the 95th percentile of previous university achievements. To test Q1, we performed a hierarchical loglinear analysis with posthoc Chi² tests. In research questions Q2-Q4 two-way ANOVAs were used to test the effects of gender and subject. Results indicate equal shares of female and male students among the top performers, with women overrepresented in the humanities and men overrepresented in STEM relative to their proportion of the student population. The analysis of socio-emotional and learning-related factors showed risk factors for high performing female students such as lower self-efficacy, but no major emotional vulnerability. Overall, the data suggest that at the beginning of the COVID-19 pandemic, female top performers had still been able to compensate for the risk factors.

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Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis

Cited by 32 publications

References 59 publications

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

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

Do Different Types of Intelligence and Its Implicit Theories Vary Based on Gender and Grade Level?

Female top performers in higher education STEM and humanities: socio-emotional perceptions and digital learning-related characteristics during COVID-19

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