How socio-emotional competences work on students with high abilitie

• Main Authors: Marta SAINZ GÓMEZ, Rosario BERMEJO GARCÍA, Carmen FERRÁNDIZ GARCÍA, M.ª Dolores PRIETO SÁNCHEZ, María José RUIZ MELERO
• Format: Article
• Language: English
• Published: Ediciones Universidad de Salamanca 2015-10-01
• Series: AULA: Revista de Pedagogía
• Subjects: talentos académicos; figurativos; competencias socioemocionales
• Online Access: https://revistas.usal.es/index.php/0214-3402/article/view/13355

<p>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 &amp; Battle (1998). The students ages range from 11 to 17 years old (<em>M</em><em> </em>= 13.91; <em>DT </em>= 1.182). The instrument used to measure social-emotional competences was the Emotional Quotient Inventory: Youth Version, EQ-i:YV (Bar-On &amp; 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.</p>