Emotional intelligence (EI) and the gifted

Moshe Zeidner

doi:10.1007/978-3-319-77004-8_7

Emotional intelligence (EI) and the gifted

Moshe Zeidner

Department of Counseling and Human Development

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter examines the nexus of relations between the highly visible and popular, yet controversial, concept of emotional intelligence (EI) and gifted students. We begin by a brief discussion of the elusive EI construct and its practical utility. We then broadly outline the relationship between EI and both high ability and classroom achievement. We then zoom in on more direct research focusing on EI in gifted vs. non-identified students. We conclude by discussing training of EI for gifted students and present a number of tentative guidelines and considerations for program development in the emotional domain.

Original language	English
Title of host publication	Handbook of Giftedness in Children
Subtitle of host publication	Psychoeducational Theory, Research, and Best Practices
Publisher	Springer International Publishing
Pages	101-114
Number of pages	14
ISBN (Electronic)	9783319770048
ISBN (Print)	9783319770031
DOIs	https://doi.org/10.1007/978-3-319-77004-8_7
State	Published - 9 Jun 2018

Bibliographical note

Publisher Copyright:
© Springer International Publishing AG.

ASJC Scopus subject areas

General Psychology
General Social Sciences

Access to Document

10.1007/978-3-319-77004-8_7

Cite this

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Emotional intelligence (EI) and the gifted

Abstract

Bibliographical note

ASJC Scopus subject areas

Access to Document

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