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ORIGINAL RESEARCH article

Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1450982

Differences in socio-emotional competencies between high-abilityies students and typically-developing students Differences in socioemotional development between gifted students and typicallydeveloping students

Provisionally accepted
Alberto Rocha Alberto Rocha 1África Borges África Borges 2Ramón García Perales Ramón García Perales 3*Ana Isabel Almeida Ana Isabel Almeida 4,5
  • 1 Higher Institute of Educational Sciences of the Douro, Penafiel, Porto, Portugal
  • 2 University of La Laguna, San Cristóbal de La Laguna, Spain
  • 3 University of Castilla-La Mancha, Ciudad Real, Spain
  • 4 University of Minho, Braga, Braga, Portugal
  • 5 Independent researcher, Braga, Portugal

The final, formatted version of the article will be published soon.

    Social and emotional competencies play a fundamental role in thestudents' comprehensiveoverall development of students. This study aims to analyze possible differences in socio-emotional skills between giftedhigh-abilityies students and students with typical development, using differential quantitative research between subjects. From a sample of 143 students, of whom 51 were identified as giftedhaving high abilities, differences in socio-emotional skills dimensions were explored using a brief self-developed questionnaire to assess their satisfaction with interactions with peers, along with the instrument "For me it is easy": Social and Emotional Skills Assessment Scale for Children and Adolescents. The results indicated that giftedhigh-abilityies schoolchildren exhibited greater dissatisfaction in the choice of friends, the education they received at school, sports and motor skills, and social relationships with friends. The results from the second instrument generally indicated that giftedhigh-abilityies students had lower mean scores in the dimensions evaluated, a difference that was statistically significant in the emotional regulation dimension compared to their typicallydeveloping peers. This study highlights the importance of an inclusive educational approach that considers the specific social-emotional needs of giftedhigh-abilityies students, promoting specific intervention strategies.

    Keywords: GiftedHigh-abilityies students, socio-emotional development, socio-emotional competencies, Inclusive education, gender

    Received: 18 Jun 2024; Accepted: 26 Jul 2024.

    Copyright: © 2024 Rocha, Borges, García Perales and Almeida. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Ramón García Perales, University of Castilla-La Mancha, Ciudad Real, Spain

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