Differences in socio-emotional competencies between high-ability students and typically-developing students

Bibliographic Data

ID22166291
AuthorsAlberto Rocha (0000-0002-5570-9872, Instituto Superior de Ciências Educativas), África Borges (0000-0001-8267-4401, Universidad de La Laguna), Ramón García-Perales (0000-0003-2299-3421, University of Castilla-La Mancha, corresponding author), Ana Isabel S Almeida
Year2024
Volume9
Publication date2024-08-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2024.1450982
OpenAlexW4401471208
LanguageEN
Citations received2
References cited63

Introduction Social and emotional competencies play a fundamental role in students’ overall development. Methods This study aims to analyze possible differences in socio-emotional skills between high-ability students and students with typical development, using differential quantitative research between subjects. From a sample of 143 students, of whom 51 were identified as having 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. Results The results indicated that high-ability 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 high-ability students had lower mean scores in the dimensions evaluated, a difference that was statistically significant in the emotional regulation dimension compared to their typically-developing peers. Discussion This study highlights the importance of an inclusive educational approach that considers the specific social–emotional needs of high-ability students, promoting specific intervention strategies

Developmental psychology · Mathematics education · Computer Science · Early Childhood Education and Development · Education, Achievement, and Giftedness · Emotional Intelligence and Performance · Psychology

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