‘Old wine in new bottles’? Relationships between overexcitabilities, the Big Five personality traits and giftedness in adolescents

Limont, Wiesława; Dreszer-Drogorób, Joanna; Bedyńska, Sylwia; Śliwińska, Katarzyna; Jastrzębska, Dominika

doi:10.1016/j.paid.2014.06.003

Cited by 49 publications

(54 citation statements)

References 16 publications

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“…Limont et al (2014) found that general correlations among openness and OEs were significant; r = .53 with sensual OE, r = .45 with imaginational OE, r = 34 with intellectual OE, and r = .31 with emotional OE. In their path models, sensual OE and imaginational OE could predict openness scores; they also found an interesting interaction effect in which the relationship between sensual OE and openness was stronger for the group labeled as gifted, defined as the upper 20% in a nonverbal reasoning task (Limont et al, 2014). In a French study to validate a version of the OEQ-II, found correlations among openness and imaginational OE (r = .41), intellectual OE (r = .38), emotional OE (r = .20), and sensual OE (r = .20).…”

Section: Openness and Oesmentioning

confidence: 88%

“…In various studies, correlations were significant between openness and imaginational OE with r between .24-.45, sensual OE with r between .20-.60, intellectual OE with r between .34-.52, and emotional OE r between .20-.31 (Limont, Dreszer-Drogorób, Bedyńska, Śliwińska, & Jastrzębska, 2014;Rost et al, 2014). Limont et al (2014) found using path models that both sensual OE and imaginational OE predicted openness scores.…”

Section: Costa P T and Mccrae R R (1992) Revised Neo Personalitymentioning

confidence: 97%

Section: Openness and Oesmentioning

confidence: 99%

“…One non-peer-reviewed book chapter (Gallagher, 2012) and several new studies have investigated the relationship among openness to experience and OEs, either as the main aim of the study (Limont, Dreszer-Drogorób, Bedyńska, Śliwińska, & Jastrzębska, 2014) or in the context of instrument validation Rost et al, 2014) and found that openness was related to most OEs. Limont et al (2014) found that general correlations among openness and OEs were significant; r = .53 with sensual OE, r = .45 with imaginational OE, r = 34 with intellectual OE, and r = .31 with emotional OE. In their path models, sensual OE and imaginational OE could predict openness scores; they also found an interesting interaction effect in which the relationship between sensual OE and openness was stronger for the group labeled as gifted, defined as the upper 20% in a nonverbal reasoning task (Limont et al, 2014).…”

Section: Openness and Oesmentioning

confidence: 99%

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Openness to Experience Rather Than Overexcitabilities

Vuyk

Krieshok

Kerr

2016

Gifted Child Quarterly

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In the theory of positive disintegration (TPD), Dabrowski (1967) describes manifestations of inner energy that serve a developmental purpose and might be more frequently found in gifted individuals, called overexcitabilities (OEs). Most studies present OEs outside of the context of the original theory (Mendaglio, 2012). Atheoretically conceptualized, OEs seem to define the personality trait of openness to experience as each OE can be matched with a specific facet of openness. Descriptions of each facet of openness and its matching OE are very alike. In this paper I argue that they are conceptually equivalent and that current research on openness and OE supports this. The study examined the similarity of OEs to corresponding openness to experience facets via competing models in multigroup confirmatory factor analysis, given their conceptual similarity. O2: Aesthetics and sensual OE, and O5: Ideas and intellectual OE were represented by a single underlying latent construct. High correlations emerged among O1: Fantasy and imaginational OE, O2: Aesthetics and sensual OE, O3: Feelings and emotional OE, and O5:Ideas and intellectual OE; O4: Actions and psychomotor OE had a small positive correlation; and O6: Values had a small negative correlation to emotional OE. Openness to experience seems to encompass OEs; thus, giftedness researchers and practitioners should align with well-researched psychological theories such as the five-factor model of personality (Costa & McCrae, 1992;Goldberg. 1999) and begin to talk about openness rather than OEs. CLEOS was my home in all these years and so I want to thank the CLEOS gang for all the support-without you, this study would not have been a reality (and conferences are fun). I owe it in particular to the last two iterations of the gang: the research core with Barb, Nicole, Olivia, JD, Chris, and Jess, and the counseling team with Karen, Lesley, Jake, Kristen, Darcy, and all sections of PRE 896 Advanced Skills. Take good care of our lovely and wild creative kids when I'm gone. Special thanks to Spamgirl, moderator of Turker Nation, for generously helping me to find a way to conduct this study that would comply with the terms of service of MTurk and PAR.Ahora, a Paraguay. En primer lugar quiero agradecer a mi marido, Rodolfo Parisi, quien me soportó desde aquellos primeros días en nuestra casa de Paraguay mientras yo mandaba solicitudes a programas de Ph.D. y siempre me motivó a dar lo mejor de mí. Si hablo en plural en este párrafo es porque este esfuerzo también es de él. La remamos juntos desde el principio.Quiero agradecer a nuestro hijo Gianluca por ser un bebé contento que balbuceaba al lado mío 5 mientras yo escribía. Mis padres, Marilén y Roberto, merecen un agradecimiento muy especial por su apoyo emocional y concreto; me enseñaron el valor de la educación y es por ellos que estoy hoy en este lugar. Ceci y Diego, gracias por el aguante. Una dedicatoria especial va a mi Oma, Tina (+); este trabajo ejemplifica sus enseñanzas de esfuerzo y dedicación manteniendo la ...

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Section: Openness and Oesmentioning

confidence: 88%

Section: Costa P T and Mccrae R R (1992) Revised Neo Personalitymentioning

confidence: 97%

Section: Openness and Oesmentioning

confidence: 99%

Section: Openness and Oesmentioning

confidence: 99%

See 2 more Smart Citations

Openness to Experience Rather Than Overexcitabilities

Vuyk

Krieshok

Kerr

2016

Gifted Child Quarterly

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“…Na druhej strane však nájdeme aj výskumy, ktoré nekonštatujú signifikantne vyššiu introverziu alebo horšie sociálne zručnosti u nadaných žiakov (napr. Fábik, 2015;Limont et al, 2014;Laznibatová, 2012). Zostáva otázkou prečo jestvuje takýto rozpor v názoroch.…”

Section: Analýza Výsledkov Výskumu a Diskusiaunclassified

Comparison of Emotional Intelligence of Students Enrolled in Special Educational Program for Intellectually Gifted Pupils and Pupils of the Ordinary Educational Environment

Fabik¹

2017

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The aim of our research was to compare total score of emotional intelligence and its subscales among pupils enrolled in special educational program for intellectually gifted pupils and pupils of the ordinary educational environment.. 130 respondents of both sexes (age M=16,09; SD=0,867) participated on this research. We used The Trait Emotional Intelligence Questionnaire -short form to measure emotional intelligence. There were used descriptive statistics and Mann-Whitney test for the elaboration of the results. The results proved significant higher emotional intelligence among individuals enrolled in special forms of education in dimensions of well-being, emotionality, self-control and as well as in total score. Key words giftedness, emotional intelligence, adolescent AnotáciaCieľom výskumu bolo porovnať celkové skóre emočnej inteligencie a jej subškály u žiakov špeciálneho edukačného programu pre intelektovo nadaných žiakov a žiakov bežného edukačného prostredia. Výskumu sa zúčastnilo 130 respondentov (vek M=16,09; SD=0,867) oboch pohlaví. Na meranie emočnej inteligencie bol použitý sebavýpovedný dotazník The Trait Emotional Intelligence Questionnaire -short form. Štatisticky boli výsledky spracované deskriptívnou štatistikou a Mann-Whitneyho testom. Výsledky preukázali signifikantne vyššiu emočnú inteligenciu u jednotlivcov špeciálnej formy vzdelávania v dimenziách well-being, emocionalita, sebakontrola, rovnako aj v celkovom skóre. Kľúčové slová nadanie, emočná inteligencia, adolescentVymedzenie emočnej inteligencie V súčasnej odbornej literatúre neexistuje jednoznačná definícia pojmu emočná inteligencia (ďalej len EI). Miesto toho odborná literatúra ponúka tri základné koncepty emočnej inteligencie: "ability model" (modely, ktoré chápu EI ako schopnosť); "trait model" (modely EI, ktoré ju chápu ako črtu resp. vlastnosť) a "mixed model" (zmiešaný model). Klasický "ability model" pochádza z roku 1990 od J. Mayera a P. Saloveya (1997). Neskôr, v roku 1997 P. Salovey a J. Mayer vydali revíziu svojho pôvodného modelu EI. V tomto prepracovanom modeli považovali EI za schopnosť rozpoznať významy

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