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Article

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

1
Facultad de Magisterio y Ciencias de la Educación, Universidad Católica de Valencia “San Vicente Mártir”, 46001 Valencia, Spain
2
Facultad de Psicología, Universitat de València, 46010 Valencia, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: José M. Mestre
Int. J. Environ. Res. Public Health 2021, 18(3), 1006; https://doi.org/10.3390/ijerph18031006
Received: 29 November 2020 / Revised: 19 January 2021 / Accepted: 20 January 2021 / Published: 23 January 2021
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. View Full-Text
Keywords: gifted; self-esteem; self-concept; emotional intelligence; primary and middle school gifted; self-esteem; self-concept; emotional intelligence; primary and middle school
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MDPI and ACS Style

Casino-García, A.M.; Llopis-Bueno, M.J.; Llinares-Insa, L.I. Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students. Int. J. Environ. Res. Public Health 2021, 18, 1006. https://doi.org/10.3390/ijerph18031006

AMA Style

Casino-García AM, Llopis-Bueno MJ, Llinares-Insa LI. Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students. International Journal of Environmental Research and Public Health. 2021; 18(3):1006. https://doi.org/10.3390/ijerph18031006

Chicago/Turabian Style

Casino-García, Ana M., María J. Llopis-Bueno, and Lucía I. Llinares-Insa 2021. "Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students" International Journal of Environmental Research and Public Health 18, no. 3: 1006. https://doi.org/10.3390/ijerph18031006

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