Επίπεδα συναισθηματικής νοημοσύνης στα χαρισματικά παιδιά
Abstract
Σύμφωνα με τονGoleman, ησυναισθηματική νοημοσύνηπεριλαμβάνειχαρακτηριστικά,όπωςικανότητα κινητοποίησης του ατόμου, αντοχή απέναντιστα εμπόδια, ικανότητα ελέγχου των αντιδράσεων, ρύθμιση τηςδιάθεσηςπου εμποδίζειτην ικανότητασκέψης, αποφυγή τουστρες, ενσυναίσθηση, αισιοδοξία. Έρευνες έχουν δείξει πως η ευφυΐα και η συναισθηματική νοημοσύνη δεν είναι αντίθετες έννοιες αλλά συχνά συνυπάρχουν. Τα χαρισματικά παιδιά εμφανίζουν υψηλότερη απόδοση από ό,τι οι συμμαθητές τους ως προς το γνωστικό τους επίπεδο, τη δημιουργικότητα, τις τέχνες και την ηγετική συμπεριφορά. Όσον αφορά τα επίπεδα συναισθηματικής νοημοσύνης των χαρισματικών παιδιών, ευρήματα ερευνών έχουν δείξει σημαντικές διαφορές ως προς τους μέσους νοήμονες μαθητές, καθώς τα χαρισματικά παιδιά φαίνεται να έχουν μεγαλύτερη κοινωνική και συναισθηματική ωρίμαση, καλύτερη προσαρμογή και υψηλότερα επίπεδα συναισθηματικής νοημοσύνης. Πιο συγκεκριμένα, έρευνες έχουν βρει ότι υπάρχουν σημαντικές διαφορές μεταξύ των δύο προαναφερθέντων πληθυσμών στις υποκλίμακες της συναισθηματικής νοημοσύνης που αφορούν στην αυτό-συνείδηση, στη διαχείριση και κινητοποίηση των συναισθημάτων αλλά δεν βρέθηκαν διαφορές στις υποκλίμακες της ενσυναίσθησης και των κοινωνικών δεξιοτήτων. Από την άλλη πλευρά, όμως, υπάρχουν και ευρήματα που δεικνύουν πως δεν υπάρχουν σημαντικές διαφορές ως προς τη συναισθηματική νοημοσύνη μεταξύ των χαρισματικών παιδιών και των συνομηλίκων τους. Είναι ανάγκη, λοιπόν, να υπάρξει περαιτέρω έρευνα στην πληθυσμιακή ομάδα των χαρισματικών παιδιών.
Article Details
- Zitationsvorschlag
-
Πλούμπη Α., & Αντωνίου Α.-Σ. (2021). Επίπεδα συναισθηματικής νοημοσύνης στα χαρισματικά παιδιά. Παιδαγωγικός Λόγος, 27(1), 121–143. https://doi.org/10.12681/plogos.27925
- Rubrik
- Articles
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Nicht-kommerziell - Keine Bearbeitungen 4.0 International.
Οι Συγγραφείς που δημοσιεύουν εργασίες τους σε αυτό το περιοδικό συμφωνούν στους παρακάτω όρους:
- Οι Συγγραφείς διατηρούν τα Πνευματικά Δικαιώματα και χορηγούν στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης, ενώ ταυτόχρονα τα πνευματικά δικαιώματα της εργασίας προστατεύονται σύμφωνα με την χρήση άδειας που υιοθετεί ο «Παιδαγωγικός Λόγος - Περιοδική Έκδοση για τις Επιστήμες του Ανθρώπου και την Εκπαίδευση» : Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Όχι Παράγωγα Έργα 4.0 (CC BY-NC-ND). Αυτή η άδεια επιτρέπει στους άλλους να έχουν πρόσβαση στο έργο και να το μοιράζονται με άλλους, εφόσον κάνουν αναφορά σε αυτό, ωστόσο δεν μπορούν να το αλλάξουν με κανένα τρόπο ούτε να το χρησιμοποιούν για εμπορική χρήση.
- Οι συγγραφείς μπορούν να συνάπτουν ξεχωριστές και πρόσθετες συμβάσεις και συμφωνίες για τη μη αποκλειστική διανομή της εργασίας, όπως δημοσιεύτηκε στο περιοδικό αυτό (π.χ. κατάθεση σε ένα ακαδημαϊκό καταθετήριο ή δημοσίευση σε ένα βιβλίο), με την προϋπόθεση της αναγνώρισης και την αναφοράς της πρώτης δημοσίευσης σε αυτό το περιοδικό.
- Το περιοδικό επιτρέπει και ενθαρρύνει τους συγγραφείς να καταθέτουν τις εργασίες τους μέσω διαδικτύου (π.χ. σε ένα ακαδημαϊκό καταθετήριο ή στους προσωπικές τους ιστοσελίδες) πριν και μετά από τις διαδικασίες της δημοσίευσης, καθώς αυτό μπορεί να οδηγήσει σε παραγωγική ανταλλαγή ιδεών και σκέψεων, καθώς επίσης και σε γρηγορότερη και μεγαλύτερη χρήση και ευρετηρίαση της δημοσιευμένης εργασίας
Downloads
Keine Nutzungsdaten vorhanden.
Literaturhinweise
ABISAMRA, N. (2000). The relationship between Emotional Intelligent and Academic Achievement in Eleventh Graders. Research in Education, 4, 56-66.
ACKERMAN, C. M. (1997). Identifying gifted adolescents using personality characteristics: Dabrowski’s overexcitabilities. Roeper Review, 19, 229-236.
AKCA, F. (2010). Talented and average intelligent children’s levels of using emotional intelligence. Procedia Social and Behavioral Sciences, 5, 553-558.
AKHTAR, H., & KARTIKA, Y. (2019). Intelligence and creativity: an investigation of threshold theory and its implications. Journal of Educational & Psychology, 9(1), 131-138.
ALBERT, R. S. (1980). Family positions and the attainment of eminence: A study of special family positions and special family experiences. Gifted Child Quarterly, 24, 87-95.
ALBERT, R. S. (1994). The achievement of eminence: A longitudinal study of exceptionally gifted boys and their families. In R. F. Subotnik & K. D. Arnold (Eds.), Beyond Terman: Contemporary longitudinal studies of giftedness and talent (pp. 282-315). Norwood, NJ: Ablex.
ALEXOPOULOU, A., BATSOU, A., & DRIGAS, A. (2019). Resilience and Academic Underachievement in Gifted Students: Causes, Consequences and Strategic Methods of Prevention and Intervention. International Journal of Online & Biomedical Engineering, 15(14), 78-86.
AL-HAMDAN, N. S., AL-JASIM, F. A., & ABDULLA, A. M. (2017). Assessing the emotional intelligence of gifted and talented adolescent students in the Kingdom of Bahrain. Roeper Review, 39(2), 132-142.
AL-HROUB, A., & KRAYEM, M. (2020). Overexcitabilities and ADHD in gifted adolescents in Jordan: Empirical evidence. Roeper Review, 42(4), 258-270.
ANDREANI, O., & PAGNIN, A. (1993). Nurturing the moral development of the gifted. In K. Heller, F. Mönks, & H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 539 553). Oxford: Pergamon Press.
AREMU, A. O. (2004). Psychological and Sociological determinant of academic achievement of Nigeria adolescents. Ife Psychologia. An international Journal of Psychology in Africa, 12(2), 149-161.
ASHFORT, B.E., & HUMPHREY, R.H (1995). Emotion in the work place A Reappraisal. Human Relation, 48(2), 613-619.
ASHMAN, A., & MERROTSY, P. (2009). Diversity and educational environments. In A. Ashman, & J. Elkins (Eds.), Education for inclusion and diversity. Camberwell, Vic.: Pearson Education Australia.
AUSTIN, E. J., DEARY, I. J., WHITEMAN, M. C., FOWKES, F. G. R., PEDERSEN, N. L., RABBITT, P., ET AL. (2002). Relationships between ability and personality: Does intelligence contribute positively to personal and social adjustment? Personality and Individual Differences, 32, 1391-1411.
BAILEY, C. L. (2011). An examination of the relationships between ego development, Dabrowski’s theory of positive disintegration, and the behavioral characteristics of gifted adolescents. Gifted Child Quarterly, 53(3), 208-222.
BAR-ON, R., & MAREE, J. G. (2009). In search of emotional–social giftedness: A potentially viable and valuable concept. In L. V. Shavinina (Εd.), International Handbook on Giftedness (pp. 559-570). Springer Science & Business Media B. V.
BLOOM, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine.
BREARD, N. S. (1994). Exploring a different way to identify gifted African-American students. Unpublished doctoral dissertation. University of Georgia.
CHAN, D. W. (2005). Self-perceived creativity, family hardiness, and emotional intelligence of Chinese gifted students in Hong Kong. The Journal of Secondary Gifted Education, 2, 47-56.
CHEN, X., FAN, X., WU, J., & CHEUNG, H. Y. (2020). Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study. Gifted Child Quarterly, 64(3), 204-218.
CLINKENBEARD, P. R. (1991). Unfair expectations: A pilot study of middle school students’ comparisons of gifted and regular classes. Journal for the Education of the Gifted, 15, 56 -63.
COLANGELO, N., & DAVIS, G. A. E. (2003). Handbook of gifted education (3rded.). Boston: Pearson Education, Inc.
COLEMAN, L. J. (1985). Schooling the gifted. Knoxville, TN7 Addison-Wesley.
COLUMBUS GROUP. (1991, JULY). Unpublished transcript of the meeting of the Columbus Group. Columbus, OH. Retrieved from http://www.nagc.org/index.aspx?id=574.
COSTA, S., BARBERIS, N., GUGLIANDOLO, M. C., LARCAN, R., & CUZZOCREA, F. (2018). The intergenerational transmission of trait emotional intelligence: The mediating role of parental autonomy support and psychological control. Journal of Adolescence, 68, 105-116.
CSIKSZENTMIHALYI, M., RATHUNDE, K., & WHALEN, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
EREN, F., ÇETE, A. Ö., AVCIL, S., & BAYKARA, B. (2018). Emotional and behavioral characteristics of gifted children and their families. Archives of Neuropsychiatry, 55(2), 105-112.
FELDMAN, D. H. (1994). Creativity: Dreams, insights, and transformations. In D. H. Feldman, M. Csikszentmihalyi, & H. Gardner (Eds.), Changing the world: A framework for the study of creativity (pp.85-102). Westport, CT: Praeger.
FIEDLER, E. D. (1993). Square pegs in round holes: Gifted kids who don’t fit in. Understanding our gifted, 5, 11-14.
FREEMAN, J. (1994). Some emotional aspects of being gifted. Journal for the Education of the Gifted, 17, 197.
FREEMAN, J. (1998). Educating the very able: Current international research. London: Stationary Office.
FREEMAN, J. (2009). Morality and giftedness. In T. Balchin, B. Hymer, & D. Matthews (Eds.), The Routledge International Companion to Gifted Education (pp. 141-148). London: Routledge.
GALLAGHER, J. (1990). Editorial: The public and professional perception of the emotional status of gifted children. Journal for the Education of the Gifted, 13, 202-211.
GARDNER, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
GARDNER, H. (1994). The fruits of asynchrony: A psychological examination of creativity. In D. H. Feldman, M. Csikszentmihalyi, & H. Gardner (Eds.), Changing the world: A framework for the study of creativity (pp. 47-68). Westport, CT: Praeger.
GEORGE, P., & GALLAGHER, J. (1979). Children's thoughts about the future: A comparison of gifted and non-gifted students. Journal for the Education of the Gifted, 2, 33-42.
GERSHON, P., & PELLITTERI, J. (2018). Promoting Emotional Intelligence in Preschool Education: A Review of Programs. International Journal of Emotional Education, 10(2), 26-41.
GOLEMAN, D. (1995). Emotional intelligence: Why it can matter more than IQ. NewYork: Bantam Books.
GOTTMAN, J. (2000). Η συναισθηματική νοημοσύνη των παιδιών. [Μτφρς: Ξενάκη, Χ. Επιμ: Χατζηχρήστου Χ.]. Αθήνα: Ελληνικά Γράμματα.
GROSS, M. U. M. (1993). Exceptionally gifted children. Routledge: London.
GROSS, M. U. M. (1994). Responding to the social and emotional needs of gifted children. The Australian Journal of Gifted Education, 3(2), 4-10.
GROSS, M. U. M. (2004). Exceptionally gifted children (2nd ed.). London: Routledge Falmer.
HOGE, R. D., & RENZULLI, J. S. (1991). Self-Concept and the gifted child. Research-Based decision making series. Connecticut: The National Research Center on the Gifted and Talented.
HORNSTRA, L., BAKX, A., MATHIJSSEN, S., & DENISSEN, J. J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 101871.
JOHNSEN, S. K. (2004). Identifying gifted students: A practical guide. Waco: Prufrock Press, Inc.
ΚΑΜΠΟΛΗ, Γ., & ΑΝΤΩΝΙΟΥ, Α –Σ. (2011). Ηγετικές ικανότητες χαρισματικών και ταλαντούχων παιδιών. Στο Γ. Παπαδάτος, Σ. Πολυχρονοπούλου, Α. Μπαστέα (Επιμ.), 3ο Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης (σσ. 151-159). 1ος Τόμος Εισηγήσεων. Αθήνα.
KARNES, F., & BROWN, K. (1981). Moral development and the gifted: An initial investigation. Roeper Review, 3, 8-10.
KAYA, N. G. (2020). Supporting of gifted children’s psychosocial developments in preschool period. Social Sciences, 1(1), 25-30.
KONSTANTOPOULOS, S., MODI, M., & HEDGES, L. V. (2001). Who are America’s gifted? American Journal of Education, 109, 344-382.
KOTINEK, J. D. (2018). Are You Gifted-Friendly? Understanding How Honors Contexts (Can) Serve Gifted Young Adults. Journal of the National Collegiate Honors Council, 19(2), 17-24.
LEE, S. Y., AN, D., & CHOE, S. U. (2020). Predicting psychiatric symptoms by personality types for gifted students. High Ability Studies, 31(1), 93-114.
LEE, S. Y., & OLSZEWSKI-KUBILIUS, P. (2006). The emotional intelligence, moral judgment, and leadership of academically gifted adolescents. Journal for the Education of the Gifted, 30(1), 29-67.
MANASAWALA, S. A., & DESAI, D. N. (2019). Meeting the educational needs of a gifted child: A parent’s narrative. Gifted Education International, 35(3), 189-200.
MASSE, L., & GAGNE, F. (2002). Gifts and talents as sources of envy in high school settings. Gifted Child Quarterly, 46, 15-29.
MCLEOD, J., & CROPLEY, A. (1989). Fostering academic excellence. Oxford 7 Pergamon Press.
MCMANN, N., & OLIVER, R. (1988). Problems in families with gifted children: Implications for counselors. Journal of Counseling and Development, 66, 275-278.
MERRELL, K. W., GILL, S. J., MCFARLAND, H., & MCFARLAND, T. (1996). Internalising symptoms of gifted and non–gifted elementary age students: A comparative validity study using the Internalising Symptoms Scale for Children. Psychology in the Schools, 33(3), 181-191.
METHA, A., & MCWHIRTER, E. H. (1997). Suicide ideation, depression and stressful life events among gifted adolescents. Journal for the Education of the Gifted, 20(3), 284-304.
MILLER, N. B., SILVERMAN, L. K., & FALK, R. F. (1994). Emotional development intellectual ability, and gender. Journal for the Educationof the Gifted, 18, 20-38.
NAIL, J. M., & EVANS, J. G. (1997). The emotional adjustment of gifted adolescents: A view of global functioning. Roeper Review, 20(1), 18-21.
NEIHART, M. (1999). The impact of giftedness on psychological well-being: What does the empirical literature say? Roeper Review, 22(1), 10-17.
OLSZEWSKI, P., KULIEKE, M. J., & BUESCHER, T. (1987). The influence of the family environment on the development of talent: A literature review. Journal for the Education of the Gifted, 11, 6-28.
OPPONG, E., SHORE, B. M., & MUIS, K. R. (2019). Clarifying the connections among giftedness, metacognition, self-regulation, and self-regulated learning: Implications for theory and practice. Gifted Child Quarterly, 63(2), 102-119.
OZBEY, A. (2020). Human values and psychological well-being of gifted/talented students and their peers with average development. Global Journal of Guidance and Counseling in Schools: Current Perspectives, 10(2), 64-78.
PANG, W., LU, Y., LONG, H., WANG, Q., & LIN, L. (2020). Three-generational families: Are they beneficial to Chinese children’s creativity?. Thinking Skills and Creativity, 35, 100623.
PAPADOPOULOS, D. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323.
PEAIRS, K. F., PUTALLAZ, M., & COSTANZO, P. R. (2019). From A (aggression) to V (victimization): Peer status and adjustment among academically gifted students in early adolescence. Gifted Child Quarterly, 63(3), 185-200.
PIIRTO, J. (1999). Talented children and adults: Their development and education (2nd ed.). New York: Macmillan.
PINXTEN, W. L., DERKSEN, J. J. L., & PETERS, W. A. M. (2020). The Challenges of Identity Development for Gifted Individuals and the Role of Persona. Advanced Development, 18, 63-86.
PARKER, J. R. (1997). Who are the gifted? Gifted Education International, 12, 85-90.
PLUCKER, J. A., & LEVY, J. J. (2001). The downside of being talented. American Psychologist, 56, 75-76.
PLUCKER, J. A., & STOCKING, V. B. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children, 67, 535-548.
RENATI, R., BONFIGLIO, N. S., & PFEIFFER, S. (2017). Challenges raising a gifted child: Stress and resilience factors within the family. Gifted Education International, 33(2), 145-162.
RICHARDS, J., ENCEL, J., & SHUTE, R. (2003). The emotional and behavioural adjustment of intellectually gifted adolescents: a multi-dimensional, multi-informant approach. High Ability Studies, 14(2), 153-164.
ROBINSON, N. M., & NOBLE, K. D. (1987). Social-emotional development and adjustment of gifted children. In M. C. Wang, M. C. Raynolds, & H. J. Walberg (Eds.), Handbook of Special Education: Research and Practice, vol. 4. (pp. 57–76) Oxford 7 Pergamon Press.
ROEDEL, W. C. (1986). Socioemotional vulnerabilities of young gifted children. Journal of Children in Contemporary Society, 18, 17-29.
ROEPER, A. (1991). Gifted adults: Their characteristics and emotions. Advanced Development, 3, 85-98.
RUF, D. L. (2021). How parental viewpoint and personality affect gifted child outcomes. Gifted Education International, 37(1), 80-106.
RUSSELL, C. S. (1979). Circumplex model of marital and family systems: III. Empirical evaluation with families. Family Process, 18, 29-45.
SALOVEY, P., & PIZARRO, D. A. (2003). The value of emotional intelligence. In R. J. Sternberg, J. Lautrey, & T. I. Lubart (Eds.), Models of intelligence: International perspectives (pp. 263–278). Washington, DC: American Psychological Association.
SCHREGLMANN, S., & ÖZTÜRK, F. K. (2018). An evaluation of gifted students’ perceptions on critical thinking skills. Journal for the Education of Gifted Young Scientists, 6(4), 1-16.
SCHWEAN, V. L., SAKLOFSKE, D. H., WIDDIFIELD-KONKIN, L., PARKER, J. D. A., & KLOOSTERMAN, P. (2006). Emotional intelligence and gifted students. E-Journal of Applied Psychology: Emotional Intelligence, 2(2), 30-37.
SILVERMAN, L. (1993). The gifted individual: Emotional aspects of giftedness. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 3-7). Denver, CO: Love.
SILVERMAN, L. K. (2005). Intensitive! Intensities and sensitivities of the gifted. Social and emotional needs of gifted children. Hobart, Tasmania, Australia: Tasmanian Association for the Gifted.
SMITH, S. R. (2008). An ecological framework for differentiating the curriculum for all primary school students. Paper presented at One Voice International Conference. The Institute of Elemental Ethics and Education, West in St. Francis, San Francisco.
STERNBERG, R. J. (2017). ACCEL: A new model for identifying the gifted. Roeper Review, 39(3), 152-169.
STERNBERG, R. J., & LUBART, T. I. (1993). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37, 7-15.
SYAFRIL, S., YAUMAS, N. E., ISHAK, N. M., YUSOF, R., JAAFAR, A., YUNUS, M. M., & SUGIHARTA, I. (2020). Characteristics and educational needs of gifted young scientists: a focus group study. Journal for the Education of Gifted Young Scientists, 8(2), 947-954.
SZCZYGIEŁ, D., & MIKOLAJCZAK, M. (2017). Why are people high in emotional intelligence happier? They make the most of their positive emotions. Personality and Individual Differences, 117, 177-181.
TAGHINEJAD, M., ABEDI, A., & YARMOHAMMADIYAN, A. (2019). Comparing the effectiveness of growth mindset intervention with independent learning program on academic resilience of underachievement gifted students. Journal of Applied Psychological Research, 9(4), 1-20.
TERMAN, L. M. (1925). Genetic studies of genius: Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
THOMAS, C. L., & ALLEN, K. (2021). Driving engagement: investigating the influence of emotional intelligence and academic buoyancy on student engagement. Journal of Further and Higher Education, 45(1), 107-119.
TIRRI, K., NOKELAINEN, P., & HOLM, K. (2008). Ethical Sensitivity of Finnish Lutheran 7th - 9th Graders. In F. K. Oser & W. Veugelers (Eds.), Getting involved. Global Citizenship Development and Sources of Moral Values (pp. 327-342). Rotterdam: Sense Publishers.
TIRRI, K., & UBANI, M. (2005). How Do Gifted Girls Perceive the Meaning of Life? Gifted Education International, 19, 266-274.
VON KÁROLYI, C. (2006). Issue awareness in young highly gifted children: Do the claims hold up? Roeper Review, 28(3), 167-174
VÖTTER, B. (2020). Crisis of meaning and subjective well-being: The mediating role of resilience and self-control among gifted adults. Behavioral Sciences, 10(1), 15.
WEBB, J. T. (1993) Nurturing the social-emotional development of gifted children. In K. A. Heller, F. J. Monks, & H. A. Passow (Eds), International handbook of research and development of giftedness and talent (pp. 525-538). Oxford: Pergamon Press.
WELLISCH, M. (2020). Parenting with eyes wide open: Young gifted children, early entry and social isolation. Gifted Education International, 37(1), 3-21.
WILEY, K. R. (2020). The social and emotional world of gifted students: Moving beyond the label. Psychology in the Schools, 57(10), 1528-1541.
WINSOR, D. L., & MUELLER, C. E. (2020). Depression, suicide, and the gifted student: A primer for the school psychologist. Psychology in the Schools, 57(10), 1627-1639.
ZEIDNER, M. (1995). Personality trait correlates of intelligence. In D. Saklofske, & M. Zeidner (Eds.), International handbook of personality and intelligence (pp. 299-319). New York 7 Plenum.
ZEIDNER, M., & MATTHEWS, G. (2000). Intelligence and personality. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 581-610). New York 7 Cambridge University Press.
