How socio-emotional competences work on students with high abilitie

The aim of this paper is to study social-emotional competences of a group of talented students. For this purpose 1237 secondary school students have participated, in which 231 students a 8.3% were identified as figurative talents, a 2.7% as academical talents and a 7.6% as combined talents (figurati...

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Published inAula (Salamanca, Spain) Vol. 21; pp. 33 - 47
Main Authors Marta SAINZ GÓMEZ, Rosario BERMEJO GARCÍA, Carmen FERRÁNDIZ GARCÍA, M.ª Dolores PRIETO SÁNCHEZ, María José RUIZ MELERO
Format Journal Article
LanguageEnglish
Published Ediciones Universidad de Salamanca 01.10.2015
Subjects
competencias socioemocionales
figurativos
talentos académicos
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Summary:The aim of this paper is to study social-emotional competences of a group of talented students. For this purpose 1237 secondary school students have participated, in which 231 students a 8.3% were identified as figurative talents, a 2.7% as academical talents and a 7.6% as combined talents (figurative and academical), where 145 (62.6%) were boys. All of them are studying in different education centres in Spain both public and private. Identification was made according to the criteria developed by Castelló & Battle (1998). The students ages range from 11 to 17 years old (M = 13.91; DT = 1.182). The instrument used to measure social-emotional competences was the Emotional Quotient Inventory: Youth Version, EQ-i:YV (Bar-On & Parker, 2000). The Bar-On EQ-i:YV is a 60-item self-report inventory which assesses emotional intelligence (EI) in youths aged from 7 to 18 years old. The results indicate that figurative talented students show a higher stress management; while the combinated talents (figurative and academical talent) show higher intrapersonal and adaptability competences.
ISSN:0214-3402
DOI:10.14201/aula2015213347