The Correlations among Emotional Development, Over-excitabilities and Personal Maladjustment

Chang, Yu-pei; Kuo, Ching-Chih

doi:10.31296/aop.v3i5.112

“…In Korea, a cross-sectional study was conducted to examine the relationship between social-emotional development, gender, age, temperament, and maternal parenting behaviors [61]. Consistent with most studies, this study found that caregivers evaluated boys as having more externalizing behavior problems than girls.…”

Section: Theme 1: Social-emotional (Overall)supporting

confidence: 71%

“…Culture can affect parenting beliefs, values, and practices in raising children in a particular context [91]. A few studies (n = 10, 22%) in this review reported cultural differences in social-emotional development [25,45,46,52,[61][62][63]65,70]. One study reported significant cultural differences in how children perceived social competence between Eastern and Western cultures [62].…”

Section: Discussionmentioning

confidence: 95%

See 1 more Smart Citation

Social-Emotional Development of Children in Asia: A Systematic Review

Yong

¹

,

Lin

²

,

Toh

³

et al. 2023

Behavioral Sciences

View full text Add to dashboard Cite

There has been growing interest in the social-emotional development of children. However, the social-emotional development of children in Asia remains a knowledge gap. This systematic review identifies and summarizes existing studies on children’s social-emotional development in Asia. We conducted a systematic review using the Guidelines for Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). We reviewed 45 studies that met the inclusion criteria, and they were from 12 Asian countries, primarily the East Asia region (China and Hong Kong). Most of the studies were cross-sectional in design (n = 28, 62.2%). Six themes emerged, including (a) social-emotional development (overall) (n = 24, 53.3%); (b) social competence (n = 7, 15.6%); (c) emotional development (n = 5, 11.1%); (d) social-emotional learning (n = 3, 6.7%); (e) problem behavior (n = 3, 6.7%); (f) self-regulation (n = 2, 4.4%); and (g) both social-emotional learning and problem behavior (n = 1, 2.2%). The findings highlighted the paucity of studies, the need for examining more diverse variables in a similar population, and the low quality of intervention studies in social-emotional research in Asia. Research gaps indicate the need for more social-emotional and ethnocultural studies in other Asian regions. Parent and teacher knowledge of children’s social-emotional functioning should be examined more closely in future research.

show abstract

“…For example, it has been suggested that they are typically overexcited (Dabrowski, 1964) and oversensitive (Mendaglio, 1995) and, therefore, more emotionally involved in their activities than their peers. Reference to the construct of overexcitability has been criticized (Vuyk et al, 2016), but it continues to influence opinions in the field of giftedness, not only of families and practitioners but also of researchers (e.g., Ackerman, 1997;Chang & Kuo, 2019). Gaesser (2018) argued that there are many anxiety-inducing stressors in the everyday experience of gifted individuals (see also Cross & Cross, 2015;C.…”

Section: Emotional Response To Testing In Gifted and Highly Gifted Ch...mentioning

confidence: 99%

Emotional Response to Testing in Gifted and Highly Gifted Children

Cornoldi¹,

Giofrè²,

Mammarella³

et al. 2021

Preprint

0

View full text Add to dashboard Cite

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.

show abstract

“…For example, it has been suggested that they are typically overexcited (Dabrowski, 1964) and oversensitive (Mendaglio, 1995) and, therefore, more emotionally involved in their activities than their peers. Reference to the construct of overexcitability has been criticized (Vuyk et al, 2016), but it continues to influence opinions in the field of giftedness, not only of families and practitioners but also of researchers (e.g., Ackerman, 1997;Chang & Kuo, 2019). Gaesser (2018) argued that there are many anxiety-inducing stressors in the everyday experience of gifted individuals (see also Cross & Cross, 2015;C.…”

mentioning

confidence: 99%

Emotional Response to Testing in Gifted and Highly Gifted Children

Cornoldi

¹

,

Giofrè

²

,

Mammarella

³

et al. 2021

Gifted Child Quarterly

View full text Add to dashboard Cite

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.

show abstract

The Correlations among Emotional Development, Over-excitabilities and Personal Maladjustment

Cited by 4 publications

References 5 publications

Social-Emotional Development of Children in Asia: A Systematic Review

Social-Emotional Development of Children in Asia: A Systematic Review

Emotional Response to Testing in Gifted and Highly Gifted Children

Emotional Response to Testing in Gifted and Highly Gifted Children

Contact Info

Product

Resources

About