Aim: The present study investigates the relationship between emotional intelligence and gifted adolescents. Currently, there are hardly any studies analysing this correlation, and the few that did concentrate on the subject provided mixed results. In this study, emotional intelligence was assessed in terms of “traits,” that is, individuals’ perceptions of their emotional competence.
Theory: Emotional intelligence “trait” – or EI trait – is thought to be composed of two factors: the “social-emotional” factor and the “control-emotional” factor (Stassart et al., 2019). Regarding the “socio-emotional” component, literature outlines two conflicting hypotheses: the harmony hypothesis and the disharmony hypothesis. According to the harmony hypothesis, gifted individuals have equivalent or even superior social-emotional skills compared to the general population. The disharmony hypothesis suggests that gifted individuals have difficulties with social-emotional skills. Moreover, we find contradictions in articles and studies concerning “emotional control” skills. These contradictions can be explained by numerous methodological biases such as the choice of samples, the absence of a control group or the use of tools unfit for adolescents. Thus, the information obtained does not allow us to obtain precise information and to generalize the results to all gifted adolescents.
Hypothesis: In view of the different elements presented in literature, ungifted adolescents would have a higher level of emotional intelligence, of “social-emotional” intelligence and of “control-emotional” intelligence than gifted adolescents.
Method: In order to try to generalize our results to this whole population, we dissociated the gifted adolescents diagnosed via a psychometric test performed by a psychologist (gifted-labelled) and the ones diagnosed on the basis of fluid reasoning (gifted-unlabelled). The sample consisted of 110 middle school students between the ages of 10 and 13. We therefore interviewed 19 gifted-labelled adolescents, 7 gifted-unlabelled adolescents, and 84 ungifted adolescents. To assess emotional intelligence trait, we used the TEIQue-CSF questionnaire. We also assessed the subcomponents of this form, i.e. both the “social-emotional” and the “control-emotional” one.
Results: Results showed no difference in emotional intelligence trait between gifted-labelled, gifted-unlabelled, and ungifted adolescents, F (107) = 1.284; p = .310. Results also showed no difference in “social-emotional” intelligence between the study’s subjects. F (107) = .810; p = .448. The same was observed for the “control-emotional” level between gifted-labelled, gifted-unlabelled, and ungifted adolescents, F (107) = .982; p = .378. In other words, the gifted adolescents would not encounter more difficulties or facilities regarding emotional intelligence, both for the “socio-emotional” and “control-emotional” aspect than ungifted adolescents.
Discussion: Since this study is, as far as we know, the first to use the TEIQue-CSF form as a way to measure emotional intelligence trait for gifted adolescents, comparing this study to previous analysis presents some difficulties. However, we discussed our results by taking into account the differences in processes and methodologies used both in this study and other works cited in this document.
Limits: Moreover, we should take into account the limitations presented by this study. Indeed, the form used has been validated for French use in 2019, and has never been employed regarding adolescents since; its structure seems unreliable. Moreover, the study encountered difficulties to find a sufficient number of gifted adolescents, both labelled and unlabelled. It should be added that fluid reasoning’s score obtained during the study, showed no significant difference between gifted-labelled and gifted-unlabelled. To improve the methodology used, relatives of the adolescent could be questioned as well on their emotional behaviour, so as not to rely solely on the adolescent’s self-perception of their emotional capacities. The subjects should also be interrogated on the symptoms which incited them to consult a specialist and perform a psychometric test.
Conclusion: Since the results of this study show contradictions with literature, it would thus seem that gifted adolescents present a variety of profiles. However, since researches on emotional intelligence for gifted adolescents are too recent and still in an exploratory phase, it could also explain why the studies carried out show significant contradictions. In view of the results, it would be interesting to improve the TEIQue-CSF form in order to improve the understanding of adolescents’ emotional functioning.
Key words: Gifted, trait emotional intelligence, adolescents, socio-emotional, control-emotional
Bibliography:
Stassart, C., Etienne, A. M., Luminet, O., Kaïdi, I., & Lahaye, M. (2019). The psychometric properties of the French version of the trait emotional intelligence questionnaire–child short form. Journal of Psychoeducational Assessment, 37(3), 293-306.