Parents socio-emocional

perception in adolescents with

and without high abilities

Authors:
M Carmen Fernndez,
Mara Dolores Prieto,
Mercedes Ferrando
Rosario Bermejo Garca

Why study EI in students with High Abilities?

There are some misconceptions about the social adjustment of G&T

There are some researchs done
which support the view that
gifted show emotional problems

Literature Review

(Dabrowski, 1964 ; Clark 1992;

Dauber y Benbow, 1990; Silverman,
1994)

The second view support

the idea that gifted children
only have are more risk to
copy with social problems
(Neihart,1990; Janos y Robinson,
1985; Roedell, 1986)

Our question:

What say the new perspectives to look for the EI in G&T?

IE Research
Schwean et al. (2006)
Seon-Young y Olszewski-kubilius (2006)
Ferrando (2006)

Bar-On (2007)
Sainz (2008)
Sanz (2010)
.

Few research take into

account observers
perception

Empirical Study

Aims:
1. To study the parents perception about their children's

socioemotional competence in a sample of gifted and nongifted adolescents

1. To analyze the differences according to gender.

METHOD

Sample

566 STUDENTS

386 with high abilities; and 180 regular students

535 parents

46,5 %

Distibution by academic level

53,5 %

Age: 11-18 y.o.

M = 14.06, SD =
1.08

1st Year: 231 (40.8%)

2nd Year: 19 (3.4%)

3rd Year: 295 (52.1%)

4th year: 20 (3.5%)

Bachiller: 1 (0.2%)

Instruments

METHOD

INTELLIGENCE

Multiple
intelligences

CREATIVITY

3 screening
scales:
Students
Parents
Teachers

Batery of
differential
attitudes
(DAT-5)

Test de
Pensamiento
Divergente
(TTCT)

EQ-i:YV
EQ-i:YV-O

EMOTIONAL
INTELLIGENCE

METHOD

INSTRUMENT
Intrapersonal intelligence

Interpersonal intelligence
(capacity to understand and
appreciate the emotions and
feeling of others);

Adaptability
(capacity to coping with
problems);

(capacity to express, understand

and communicate the feelings and
needs)

EQ-i:YV
(Bar-On & Parker 2000)

Stress management (capacity to

withstand adverse events and stressful
situations).

General mood
(optimism and
happiness)

METHOD

1. SCREENING

2.IDENTIFICATION

3. DEEP STUDY

Procedure
Teachers did nominate their students (1st and
3dt year)
Multiple intelligences screenning scales

DAT-5 + TTCT

Study of socio-emotional configuration

(EQ:i-YV; EQ:i-YV-O)

RESULTS

AIM 1: Parents perception depending on ability level

(gifted vs. Non-gifted)
H.A
NO A.H.

H.A
A.H.

diferencia

40
35

MEDIAS

30

(F=19.63; p<.000)

25
20
15
10
5
0
-5

ESTADO ANIMO
General
Mood

ADAPTABILIDAD

Adaptability

MANEJO ESTRS

Stress
Management
DIMENSIONES
DE

(PADRES)

INTERPERSONAL
Interpersonal

LA I.E.

INTRAPERSONAL

Intrapersonal

AIM 2: Dxifferences depending on gender

CHICOS
Boys

CHICAS
Girls

diferencia

40
35

(F= 8.00; p<.005)

MEDIAS

30

(F=11.43; p<.001)

25

(F= 17.83; p<.000)

20
15
10
5
0
-5

ESTADO ANIMO
General
Mood

ADAPTABILIDAD
Adaptability

MANEJO ESTRS

Stress
Management
DIMENSIONES
DE

(PADRES)

INTERPERSONAL
Interpersonal

LA I.E.

INTRAPERSONAL
Intrapersonal

Estudy teachers perception

depending on gender*level of ability
OBJETIVO

5:

No HA boys

No HA girls

HA boys

HA girls

(Alta habilidad * Gnero p>.005)

General Mood

Adaptability

Intrapersonal

Stress
Management

Interpersonal

CONCLUSIONS
Our results showed that parents perceived students with high
abilities as being more adaptable (Schwean et al. 2006; Sainz,
2010).
Other studies found differences in stress management (Schwean et al.
(2006)Sainz (2010). and general mood (Ferrando 2006) that were not
confirmed in our study

Regarding gender
Our results confirm that parents scored boys as having
greater adaptability (Sainz, 2008; Seon-Young & Olszewskikubilius, 2006; Schwean et al., 2006)
and girls as having greater interpersonal abilities. Seon-Young
y Olszewski-kubilius, 2006; Sainz, 2008)
No differences in stress management were found (Seon-Young & Olszewskikubilius, 2006; Schwean et al., 2006)

LIMITATIONS AND FUTURE RESEARCH

In the future we should introduce research
objectives which aim to compare the scores of
emotional intelligence according to type of high
ability (giftedness or talent).
it would be interesting to study the response
patterns of the three groups of participants and
check if differences in emotional intelligence exist
according to the type of participant.

Parents socio-emocional
perception in adolescents with
and without high abilities

Authors:
M Carmen Fernndez,
Mara Dolores Prieto,
Mercedes Ferrando
Rosario Bermejo Garca

Thank You