Are Gifted Students More Emotionally Intelligent than Their Non-Gifted Peers? A Meta-Analysis

Autor/inn/en	Abdulla Alabbasi, Ahmed M.; Ayoub, Alaa Eldin A.; Ziegler, Albert
Titel	Are Gifted Students More Emotionally Intelligent than Their Non-Gifted Peers? A Meta-Analysis
Quelle	In: High Ability Studies, 32 (2021) 2, S.189-217 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abdulla Alabbasi, Ahmed M.) ORCID (Ayoub, Alaa Eldin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2020.1770704
Schlagwörter	Academically Gifted; Emotional Intelligence; Student Characteristics; Gender Differences; Age Differences; Elementary School Students; Secondary School Students; English; Semitic Languages; Educational Research; Intelligence Quotient; Bar On Emotional Quotient Inventory; Mayer Salovey Caruso Emotional Intelligence Test + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Sekundarschüler; English language; Englisch; Arabisch; Hebräisch; Bildungsforschung; Pädagogische Forschung; Intelligenzquotient
Abstract	This Meta-Analysis investigated the relationship between emotional intelligence (EI) and giftedness. The study focused on whether gifted learners possessed higher levels of EI when compared with their non-gifted peers. Furthermore, it sought to determine if gifted males and gifted females differed in their EI abilities. A search of published and unpublished studies in English and Arabic from 1990 to 2018 resulted in 21 studies that compared gifted with non-gifted students, and 11 studies that compared gifted males with gifted females in their EI ability. Using a random-effect model, the results showed that gifted students outperformed non-gifted students on EI, g = 0.226, SE = 0.036, 95% CI [0.155, 0.297], p < 0.001. Furthermore, in regards to emotional intelligence, gifted females significantly surpassed gifted males., g = 0.164, SE = 0.046, 95% CI [0.074, 0.255], p < 0.001. Multiple regression analyses showed that age, gender, EI measures, and EI skills significantly explained 18% of the variability in the mean effect between gifted vs. non-gifted students; whereas the age and EI skills moderators significantly explained 49% of the variation in the mean effect between gifted male and gifted female students. Implications and future directions were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01