Análisis exploratorio de las diferencias en la inteligencia emocional de los menores con altas capacidades

  1. Fernández-Mera, Ana 1
  2. Hinojosa, José Antonio 2
  3. Duñabeitia, Jon Andoni 1
  1. 1 Centro de Investigación Nebrija en Cognición (CINC), Universidad Antonio de Nebrija (Madrid, Spain)
  2. 2 Instituto Pluridisciplinar, Universidad Complutense de Madrid (Madrid, Spain)
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2024

Volumen: 22

Número: 62

Páginas: 11-38

Tipo: Artículo

DOI: 10.25115/EJREP.V22I62.9226 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

Introducción. En este estudio se investigó la posible existencia de diferencias en varios ámbitos o rasgos del constructo general de inteligencia emocional entre los menores con altas capacidades y sus pares de desarrollo normotípico.   Método. Un grupo de menores con altas capacidades y un grupo de menores con desarrollo intelectual promedio completaron en dos momentos distintos una escala de evaluación del cociente emocional EQ-i:YV. Inventario de Inteligencia Emocional de BarOn: versión para jóvenes. La muestra total estaba integrada por 187 menores españoles, con edades comprendidas entre los 8 y los 17 años. De los cuales, 118 participantes pertenecían al grupo de altas capacidades, siendo 38 mujeres y 80 varones. con una edad media de 11.2 años. El grupo de desarrollo normotípico estuvo formado por 69 participantes, de los cuales 23 eran mujeres y 46 varones, con una edad media de 11.7 años.   Resultados. Por un lado, se encontró que los menores con altas capacidades presentaban una mayor puntuación que sus pares en la subescala de Adaptabilidad, y al mismo tiempo mostraban menores puntuaciones en Inteligencia Intrapersonal y en Estado de Ánimo. No se hallaron diferencias ni en la Gestión del Estrés, ni en Inteligencia Interpersonal. De manera relevante, cuando los resultados se analizaron desde una perspectiva general sin profundizar en cada rasgo, la polaridad de estas diferencias (siendo unas positivas y otras negativas) cancelaba la aparición global de diferencias, dando lugar a la consideración errónea de la ausencia de diferencias entre grupos.   Discusión y conclusiones. Estos hallazgos aportan gran valor para romper mitos sobre las altas capacidades y para orientar la práctica piscoeducativa hacia el desarrollo de programas educativos y sociales útiles para el desarrollo afectivo de la población con altas capacidades, atendiendo a las fortalezas y debilidades emocionales. 

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