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

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  • Ana María Casino-García

    (Facultad de Magisterio y Ciencias de la Educación, Universidad Católica de Valencia “San Vicente Mártir”, 46001 Valencia, Spain)

  • María José Llopis-Bueno

    (Facultad de Magisterio y Ciencias de la Educación, Universidad Católica de Valencia “San Vicente Mártir”, 46001 Valencia, Spain)

  • Lucía Inmaculada Llinares-Insa

    (Facultad de Psicología, Universitat de València, 46010 Valencia, Spain)

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.

Suggested Citation

  • Ana María Casino-García & María José Llopis-Bueno & Lucía Inmaculada Llinares-Insa, 2021. "Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students," IJERPH, MDPI, vol. 18(3), pages 1-23, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:3:p:1006-:d:485823
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    References listed on IDEAS

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    1. Isabelle Schmidt & Martin Brunner & Lena Keller & Vsevolod Scherrer & Rachel Wollschläger & Tanja Gabriele Baudson & Franzis Preckel, 2017. "Profile formation of academic self-concept in elementary school students in grades 1 to 4," PLOS ONE, Public Library of Science, vol. 12(5), pages 1-27, May.
    2. Syed Asad Ali Shah & Tian Yezhuang & Adnan Muhammad Shah & Dilawar Khan Durrani & Syed Jamal Shah, 2018. "Fear of Terror and Psychological Well-Being: The Moderating Role of Emotional Intelligence," IJERPH, MDPI, vol. 15(11), pages 1-13, November.
    3. María del Carmen Pérez-Fuentes & María del Mar Molero Jurado & José Jesús Gázquez Linares & Nieves Fátima Oropesa Ruiz & María del Mar Simón Márquez & Mahia Saracostti, 2019. "Parenting Practices, Life Satisfaction, and the Role of Self-Esteem in Adolescents," IJERPH, MDPI, vol. 16(20), pages 1-15, October.
    4. Ana María Casino-García & Josefa García-Pérez & Lucía Inmaculada Llinares-Insa, 2019. "Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model," IJERPH, MDPI, vol. 16(18), pages 1-18, September.
    5. Joaquín González-Cabrera & Javier Tourón & Juan Manuel Machimbarrena & Mónica Gutiérrez-Ortega & Aitor Álvarez-Bardón & Maite Garaigordobil, 2019. "Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample," IJERPH, MDPI, vol. 16(12), pages 1-15, June.
    6. Raquel Suriá-Martínez & Juan Manuel Ortigosa Quiles & Antonio Riquelme Marin, 2019. "Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions," IJERPH, MDPI, vol. 16(21), pages 1-11, October.
    7. Javier Cejudo & Débora Rodrigo-Ruiz & Maria Luz López-Delgado & Lidia Losada, 2018. "Emotional Intelligence and Its Relationship with Levels of Social Anxiety and Stress in Adolescents," IJERPH, MDPI, vol. 15(6), pages 1-11, May.
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    Cited by:

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    2. Rocío Martín-Valero & José-Manuel Pastora-Bernal & Lucía Ortiz-Ortigosa & María Jesús Casuso-Holgado & Veronica Pérez-Cabezas & Gema Teresa Ruiz-Párraga, 2021. "The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates," IJERPH, MDPI, vol. 18(20), pages 1-11, October.

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