Authors: Mª Carmen Fernández,

María Dolores Prieto,

Mercedes Ferrando

Rosario Bermejo García

Parents’ socio-emocional

perception in adolescents with

and without high abilities

.

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

Literature Review There are some research’s done

which support the view that

gifted show emotional problems (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?

¿Why study EI in students with High Abilities?

IE Research

Few research take into

account observers’

perception

Schwean et al. (2006)

Seon-Young y Olszewski-kubilius (2006)

Ferrando (2006)

Bar-On (2007)

Sainz (2008)

Saínz (2010)

Empirical Study

Aims:

1. To study the parent´s perception about their children's

socioemotional competence in a sample of gifted and non-

gifted adolescents

1. To analyze the differences according to gender.

METHOD Sample

53,5 % 46,5 %

566 STUDENTS

386 with high abilities; and 180 regular students

Distibution by academic level

1st Year: 231 (40.8%)

2nd Year: 19 (3.4%)

3rd Year: 295 (52.1%)

4th year: 20 (3.5%)

Bachiller: 1 (0.2%)

Age: 11-18 y.o. M = 14.06, SD =

1.08

535 parents

METHOD Instruments

• EMOTIONAL INTELLIGENCE

• CREATIVITY

• INTELLIGENCE

• Multiple intelligences

3 screening scales:

Students Parents

Teachers

Batery of differential attitudes (DAT-5)

EQ-i:YV

EQ-i:YV-O

Test de Pensamiento Divergente

(TTCT)

Stress management (capacity to

withstand adverse events and stressful

situations).

General mood

(optimism and

happiness) Adaptability

(capacity to coping with

problems);

Intrapersonal intelligence

(capacity to express, understand

and communicate the feelings and

needs)

Interpersonal intelligence

(capacity to understand and

appreciate the emotions and

feeling of others);

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

METHOD INSTRUMENT

METHOD Procedure

• Teachers did nominate their students (1st and 3dt year)

• Multiple intelligences screenning scales

1. SCREENING

• DAT-5 + TTCT 2.IDENTIFICATION

• Study of socio-emotional configuration (EQ:i-YV; EQ:i-YV-O)

3. DEEP STUDY

RESULTS

-5

0

5

10

15

20

25

30

35

40

ESTADO ANIMO ADAPTABILIDAD MANEJO ESTRÉS INTERPERSONAL INTRAPERSONAL

DIMENSIONES DE LA I.E.

(PADRES)

ME

DIA

S

NO A.H. A.H. diferencia

AIM 1: Parents’ perception depending on ability level

(gifted vs. Non-gifted)

Adaptability Stress Management

Interpersonal Intrapersonal

H.A H.A

Diferencias

significativas

-

(F=

A

con

General

Mood

(F=19.63; p<.000)

-5

0

5

10

15

20

25

30

35

40

ESTADO ANIMO ADAPTABILIDAD MANEJO ESTRÉS INTERPERSONAL INTRAPERSONAL

DIMENSIONES DE LA I.E.

(PADRES)

ME

DIA

S

CHICOS CHICAS diferencia

AIM 2: Dxifferences depending on gender

General Mood Interpersonal Stress

Management

Adaptability Intrapersonal

Boys Girls Diferencias

en

-

(F=

A

-

(F=

-

(F=

A

(F=11.43; p<.001)

(F= 17.83; p<.000)

(F= 8.00; p<.005)

(Alta habilidad * Género p>.005)

OBJETIVO 4 y 5: Estudy teachers’ perception

depending on gender*level of ability

No HA boys No HA girls HA girls HA boys

General Mood Interpersonal Stress

Management

Adaptability Intrapersonal

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 & Olszewski-

kubilius, 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 & Olszewski-

kubilius, 2006; Schwean et al., 2006)

CONCLUSIONS

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.

LIMITATIONS AND FUTURE RESEARCH

Authors: Mª Carmen Fernández,

María Dolores Prieto,

Mercedes Ferrando

Rosario Bermejo García

Parents’ socio-emocional

perception in adolescents with

and without high abilities

Thank You