Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students.

Ana María Casino-García,María José Llopis-Bueno,Lucía Inmaculada Llinares-Insa

doi:10.3390/ijerph18031006

Abstract

The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students’ self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student’s emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

Highlights

The general objective of this study is to explore different profiles of perceived Emotional Intelligence (EI) based on its components and to analyze whether there are significant differences in self-esteem and self-concept based on these profiles between gifted and non-identified children and adolescents
Results revealed that there were no significant differences between the three emotional intelligence groups with either self-esteem or self-concept in unidentified students (Figure 4)
It is important to evaluate the selfconcept and self-esteem of all students, and especially of those who are gifted, given that it seems that their potential often interferes with their well-being and can affect the development of their talent

Summary

Introduction

There is enough evidence to support that giftedness influences people’s psychological well-being [2], but not always in the same direction; sometimes it protects it (e.g., [3,4,5]), and other times it increases vulnerability (e.g., [6,7,8])

Objectives

Methods

Results

Discussion

Conclusion