The school climate and emotional enteligence in gifted and non gifted students : A multilevel analysis

Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical

Zahra Mahmoodi ¹ (Educational psychology / kharazmi university of tehran)
Parvin Kadivar ² (Educational psychology / kharazmi university of tehran)

Received: 2018-09-06 Accepted : 2019-06-18 Published : 2019-06-20

Keywords: &quot, gifted&quot, , &quot, multiievel analysis&quot, , &quot, school climate&quot, , &quot, emotional enteligence&quot, , "class",

Abstract :

Background : Attention to the brilliant talents is an important global movement. Understanding the characteristics of gifted students, especially their emotional-social characteristics, is very important and also because the role of school in the process of social-emotional development and their quality of life,so we need a comprehensive study of the school environment. Purpose :  Therefore, the purpose was to compare the school environment and emotional intelligence as an indicator of socio-emotional characteristics among gifted and normal students in both levels of school and class. Metod : Participants included 134 gifted students and 82  normal students from high schools who were randomly selected from 4 gifted and ordinary schools. The instruments included school environment questionnaire and Bar-On Emotional Intelligence Questionnaire. The method was multilevel analysis in two levels of school and class. Founding :  The results showed that the school environment and emotional intelligence were significantly different between the two groups. Multilevel test results showed that a significant difference between the perceptions of the school environment in gifted schools, so that gifted students in the educational expectations, educational opportunities and relationships with teachers had a higher mean than normal students and the type of class didn't affect the perception of the school environment and wasn't meaningful.We also foundedthat the mean of emotional intelligence was higher in gifted students and the type of class didn't related to emotional intelligence. Conclusion :  Generally, due to the higher emotional intelligence in the gifted, their perceptions of the school are also higher, and therefore it is important to meet the educational expectations of gifted students

References:

افروز، غلامعلی؛ شیخ زاده، ابراهیم (1391).بررسی ارتباط بین هوش هیجانی با شادمانی اجتماعی در نوجوانان تیزهوش شهر تهران. مجله مطالعات توسعه اجتماعی ایران، سال سوم، شماره دوم.

امانی ساری بگلو، جواد؛ سپهریان آذر، فیروزه و اوحدی، شهرام (2014). تحلیل چندسطحی از خود بیگانگی تحصیلی نوجوانان: نقش فرهنگ مدرسه و نیازهای روانشناختی اساسی. مجله پژوهش در یادگیری آموزشگاهی، سال دوم ، شماره پنجم.

بشارت، محمدعلی؛ قربانی، نیما؛ رحیمی نژاد، عباس (1388). مقایسه ناگویی هیجانی و هوش هیجانی در دانش­آموزان تیزهوش و عادی. مجله تازه های علوم شناختی، سال یازدهم، شماره 4.

جلیلوند، محمدامین و اژه ای، جواد (1374). مقایسه ویژگیهای شخصیتی دانش آموزان تیزهوش مراکز تیزهوشان و دبیرستانهای خاص شهر تهران. مجله استعدادهای درخشان، سال 4، شماره 30.

خلیلی آذر، هایده (1386). مقایسه هوش هیجانی دانشآموزان تیزهوش و عادی و رابطه آن با پیشرفت تحصیلی. مجله دانش و پژوهش در علوم تربیتی، شماره 14.

رضاپور میرصالح، یاسر و فتوحی اردکانی، عزت (1395). مقایسه محیط آموزشی – یادگیری و منبع کنترل تحصیلی در دانشآموزان مدارس تیزهوشان، نمونه دولتی و شاهد، مجله پژوهشهای تربیتی، شماره 32.

طالب زاده نوبریان، محسن، صدف پور، بهرام، کرامتی، انسی (1387). بررسی تاثیر جو اجتماعی مدارس متوسطه بر پرورش مهارت های اجتماعی دانش آموزان. مجله مطالعات برنامه درسی، دوره 3، شماره 8.

طاهر، محبوبه؛ بخشی پور، باب اله؛ مجرد، آرزو؛ کوچک پور، مریم (1394). مقایسه هوش هیجانی و خلاقیت دانش آموزان تیزهوش و دانش آموزان باهوش متوسط، فصلنامه تحول روانشناختی کودک، دوره دوم، شماره 1.

لیوارجانی، شعله و غفاری سارا (1389). بررسی هوش هیجانی و مهارتهای اجتماعی با پیشرفت تحصیلی دانش آموزان مقطع دوم متوسطه شهر تبریز در سال تحصیلی 88- 89، فصلنامه  علوم تربیتی، سال سوم، شماره 9.

Alessandro, A. & D. Sadh. (1997). The dimensions and measurement of school culture: Understanding school culture as the basis for school reform. International Journal of Educational Research. 27. 553-569.

Al-Zyoudi, M. (2007). Gender Differences in Self-Concept among Adolescents with Low Vision. International Journal of Special Education, 22(1), 132-136.

 Aritzeta, A & Nekane Balluerka (2016) .Classroom emotional inteligenceand its relationship with school prtformance. European journal of education and psychology, 9(1), 1-8, 2016.

Assouline, S., N. Colangelo, et al. (2003). Iowa Acceleration Scale manual: A guide for whole-grade acceleration K–8, 2nd Ed. Scottsdale. AZ, Great Potential Press.

Barbara, A. K. (2009). Encyclopedia of Giftedness, Creativity, and Talent. Thousand Oaks, CA.

Becker, A., Hagenberg, N., Roessner, V., Woerner, W., & Rothenberger, A. (2004). Evaluation of the self-reported SDQ in a clinical setting: Do self-reports tell usmore than ratings by adult informants? European Child &Adolescent Psychiatry, 13, 17-22.

Belfer, M. L. (2008). Child and adolescent mental disorders: the magnitude of the problem across the globe. Journal of Child Psychology and Psychiatry, 49(3), 226-236.

Bell, S. M., & McCallum, R. S. (1995). Development of a scale measuring student attributions and its relationship to self-concept and social functioning. School Psychology Review.

Crone, M. R., Vogels, A. G., Hoekstra, F., Treffers, P. D., & Reijneveld, S. A. (2008). A comparison of four scoring methods based on the parent-rated Strengths and Difficulties Questionnaire as used in the Dutch preventive child health care system. BMC Public Health, 8(1), 106.

Cross, T.L. (2011).Walking the Straight and Narrow: The Role of School Punishment in the Emotional Decline of the Gifted Student. Gifted Child Today 32(2), 43-44.

Dodge, Kenneth A., Cynthia L. McClaskey, and Esther Feldman. (1985). "Situational approach to the assessment of social competence in children." Journal of consulting and clinical psychology 53.3 344.

Gallagher, J. J. (2003). Public Policy and Acceleration of Gifted Students. A NationDeceived: How Schools Hold Back America’s Brightest Students. N. Colangelo,S. G. Assouline and M. U. M. Gross. Iowa City, The University of Iowa. 2: 39-46.54

Geven,  S.,  Weesie,  J.,  &  van  Tubergen,  F.  (2013).  The  influence  of  friends  on adolescents’  behavior  problems  at  school:  The  role  of  ego,  alter  and  dyadic characteristics. Social Networks, 35, 583– 592.

 Guignard, J.H (2015), Relationships between intelligence and creativity in gifted and non-gifted children, learning and individual differences, 44-57.

Hernández, P. J. R., Montesinos, M. B., Santana, G. M. R., García, R., Alvarez, E. J. S., & de las Cuevas Castresana, C. (2012). Psychometric properties of the parent and teacher versions of the Strength and Difficulties Questionnaire (SDQ) in a Spanish sample. International journal of clinical and health psychology, 12(2), 265-279.

Hofstede, G.; G.J. Hofstede & M. Minkov. (2010). Culture and organization: Software of the mind. (3ed). New York: McGraw-Hill.

Jones, E. D. and W. T. Southern (1992). "Programming, Grouping, and Acceleration inRural School Districts: A Survey of Attitudes and Practices." Gifted ChildQuarterly, 36(2): 112-117.

Kahyaoglu, M. (2013).A comparision between gifted students and non-gifted students' learning styles and their motivation styles towards science learning. Educational Research and Reviews, 8(12), 890-896.

Karpinski, R.I (2018) .High inteiiigence: Arisk factor for psychological and physiological overexcitabilities, Intelligence 66, 8-23, 2018.

Koskelainen, M., Sourander, A., & Kaljonen, A. (2001). The strengths and difficulties questionnaire among Finnish school-aged children and adolescents. European Child and Adolescent Psychiatry, 9, 277-284.

Kulik, J. A. (1993). An analysis of the research on ability grouping. NRC/GT Newsletter, spring, 8-9.

Lang, Q.C., Wong, A.F. L., & Fraser, B.J. (2005a). Teacher-Student Interaction and Gifted Students' Attitudes toward Chemistry in Laboratory Classrooms in Singapore. Journal of Classroom Interaction, 40(1), 18-28.

Lang, Q.C., Wong, A.F. L., & Fraser, B.J. (2005b).Student Perceptions of Chemistry Laboratory Learning Environments, Student–Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore. Research in Science Education, 35(2-3), 299-321.

Leary, M. R., & Baumeister, R. F. (2000). The nature and function of self-esteem: Sociometer theory. Advances in experimental social psychology, 32, 1-62.

Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of personality and social psychology, 68(3), 518.

López, E. E., & Emler, N. (2011). Assessing the links among adolescent and youth offending, antisocial behaviour, victimization, drug use, and gender. International Journal of Clinical and Health Psychology, 11(2), 269-289.

Malhotra, S., Kohli, A., Kapoor, M., & Pradhan, B. (2009). Incidence of childhood psychiatric disorders in India. Indian journal of Psychiatry, 51(2), 101.

McCoach, D.B., & Siegle, D. (2003). Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students. Gifted Child Quarterly, 47(2), 144- 154.

Merikangas, K. R., Nakamura, E. F., & Kessler, R. C. (2009). Epidemiology of mental disorders in children and adolescents. Dialogues in clinical neuroscience, 11(1), 7.

Moshe Zeidner T, Shani-Zinovich I, Matthews G, Roberts R.(2005). Assessing emotional intelligence in gifted and nongifted high school students: Outcomes depend on the measure. Intelligence. 33(4): 369-391.

Oschilewsky, R. C., Gómez, C. M., & Belfort, E. (2010). Child psychiatry and mental health in Latin America. International Review of Psychiatry, 22(4), 355-362.

Pilowsky, Tammy, et al. "Social and emotional adjustment of siblings of children with autism." Journal of Child Psychology and Psychiatry 45.4 (2004): 855-865

Plenty, S. M., Hemphill, S. A., Herrenkohl, T. I., Toumbourou, J. W., & Catalano, R. F. (2014). Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States. Children and youth services review, 36, 187-194.

Preckel, F., Goetz, T., Pekrun, P., & Kleine, M. (2008). Gender Differences in Gifted and Average-Ability Students Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics. Gifted Child Quarterly, 52(2), 146-159.

Purkey, S. C. (1990). A cultural-change approach to school discipline. In O.C. Moles (Ed.), Student discipline strategies: Research and practice. New York: State University of New York Press.

Ravens-Sieberer, U., Wille, D. P. N., Erhart, M., Bettge, S., Wittchen, H. U., Rothenberger, A& BELLA study group. (2008). Prevalence of mental health problems among children and adolescents in Germany: results of the BELLA study within the National Health Interview and Examination Survey. European child & adolescent psychiatry, 17(1), 22-33.

Renshaw, P. D., & Brown, P. J. (1993). Loneliness in middle childhood: Concurrent and longitudinal predictors. Child Development, 64(4), 1271-1284.

Robinson, N. M. (2008). The social world of gifted children and youth. In Handbook of giftedness in children (pp. 33-51). Springer US.

Sontag ,C & Stoeger,H (2015) , Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context?learning and individual differences, 41(2015),43-53.

Sayler, M. F. and W. K. Brookshire (1993). "Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade." Gifted Child Quarterly, 37(4): 150-154.

Sharifi H, Sharifi Sh.(2014). Comparing emotional intelligence and humor in gifted and non-gifted Students.  Indian Journal Science Research. 7(3):1319-1324.

Swann Jr, W. B., Chang-Schneider, C., & Larsen McClarty, K. (2007). Do people self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62(2), 84.

 Wajdi, M.B.N (2018) . The professional competency teachers mediate the influence of teacher innovation and emotional intelligence on school security, jurnal of social studies educationresearch, 9(2), 210-227, 2018.

Zeidner, M., & Shani-Zinovich, I. (2011).Do academically gifted and nongifted students differ on the Big-Five and adaptive status? Some recent data and conclusions. Personality and Individual Differences, 51(5), 566–570.

Zeidner, M., Shani-Zinovich, I., Matthews, G., & Roberts, R. D. (2005). Assessing Emotional Intelligence in Gifted and Non-Gifted High School Students: Outcomes Depend on the Measure. Intelligence, 33(4), 369-391

Zeidner, M (2017) .Emotional intelligence in gifted student's .Gifted Education International, 2017. Vol 33(2) 163-182.