Facultad de Magisterio y Ciencias de la Educación, Universidad Católica de Valencia "San Vicente Mártir", 46001 Valencia, Spain.
Facultad de Psicología, Universitat de València, 46010 Valencia, Spain.
Int J Environ Res Public Health. 2021 Jan 23;18(3):1006. doi: 10.3390/ijerph18031006.
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.
学生的心理健康影响他们的学业成绩、社交关系和学校生活，这是家庭关注的问题。当学生出现非典型发展和/或特殊需求时，这一方面变得至关重要。关于天赋对学生自我概念和自尊的影响的研究结果不一。情绪智力（EI）是他们幸福感的关键因素，必须由教育机构来培养。本研究分析了在西班牙正规学校就读的 8 至 18 岁已确定的天赋学生和未确定的同龄人之间，情感智力特征与自我概念和自尊之间的关系。共有 118 名已确定的天赋学生和 122 名未确定的学生参加了这项研究。采用了自我概念量表 5 式（AF5）、罗森伯格自尊量表（RSES）和特质元情绪量表-24 式（TMMS-24）。根据 EI 的三个维度对学生进行了分组。随后，根据学生的情感智力特征分析了自尊和自我概念的差异。结果表明，在两个群体中都存在三聚类特征，并且在天赋学生的 EI 特征与自尊和自我概念维度之间存在差异，而在未确定群体中则不存在差异。这些结果对教育和健康专业人员具有重要意义，无论是在评估还是在引入脆弱性调整干预计划方面。
