Los profesores piensan diferenteefectos del método en la evaluación de la inteligencia socio�emocional de alumnos de altas habilidades

  1. Hernández Torrano, Daniel
  2. Prieto Sánchez, María Dolores
  3. Bermejo García, María Rosario
  4. Fernández Vidal, Mari Carmen
  5. Sainz Gómez, Marta
Journal:
Revista electrónica interuniversitaria de formación del profesorado: REIFOP

ISSN: 1575-0965

Year of publication: 2011

Issue Title: Inteligencia emocional y alta habilidad

Volume: 14

Issue: 3

Pages: 65-75

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista electrónica interuniversitaria de formación del profesorado: REIFOP

Abstract

Este trabajo investiga la relación entre la percepción de la competencia socio�emocional de una muestra de 566 alumnos nominados con altas habilidades intelectuales de Educacion Secundaria. Los resultados indicaron que la percepción de los padres y la autopercepción de sus hijos correlacionó de manera positiva, estadísticamente significativa y con una magnitud moderada para todas las dimensiones de la inteligencia socio�emocional. Sin embargo, la percepción de los profesores se relacionó con la percepción de alumnos y padres de manera positiva y estadísticamente significativa pero con una magnitud baja. Usando un análisis multirrasgo�multimétodo (CAMPBELL & FISKE, 1959), los autores demostraron fuertes efectos del método, especialmente para los profesores, indicando que las percepciones de distintas fuentes proporcionan información diferente y complementaria sobre las competencias socio�emocionales de los alumnos de altas habilidades.

Bibliographic References

  • ARTILES, C. & JIMÉNEZ, J.E. (Coord.) (2005). Identificación e intervención educativa y familiar con el alumnado de altas capacidades (Vol 3). La respuesta educativa para el alumnado con altas capacidades intelectuales. Las Palmas de Gran Canaria: Universidad de Las Palmas de Gran Canaria.
  • BARBARANELLI, C., FIDA, F., PACIELLO, M., DI GIUNTA, L. & CAPRARA, G.V. (2008). “Assessing personality in early adolescence through self–report and other–ratings: A multitrait–multimethod analysis of the BFQ–C”. Personality and Individual Differences, 44, 876–886.
  • BAR–ON, R. (2000). “Emotional and social intelligence: Insights from the Emotional Quotient Inventory”. En BAR–ON, R. & PARKER, J.D.A. (eds.), The Handbook of Emotional Intelligence. San Francisco, CA: Jossey–Bass.
  • BAR–ON, R. (2006). “The Bar–On model of emotional–social intelligence (ESI)”. Psicothema, 18, 13–25.
  • BAR–ON, R. (2007). “The impact of emotional intelligence on giftedness”. Gifted Education International, 22(1), 122–137.
  • BAR–ON, R. & MAREE, J.G. (2009). “In search of emotional–social giftedness: A potentially viable and valuable concept”. En LARISA V. SHAVININA (ed.), International handbook of giftedness. New York City: Springer Science, 559–570.
  • BAR–ON, R. & PARKER, J.D.A. (2000). The Bar–On Emotional Quotient Inventory: Youth Version (EQ– i:YV) Technical Manual. Toronto, Canada: Multi–Health Systems.
  • BAR–ON, R. & PARKER, J.D.A. (en prensa). The Bar–On Emotional Quotient Inventory: Youth Version Observer Form (EQ–i:YV–O) Technical Manual. Toronto, Canada: Multi–Health Systems.
  • BENNETT, G.K., HARLOD, G. & WESMAN, A.G. (2000). Test de aptitudes diferenciales DAT–5. Madrid: TEA.
  • BUCKLEY, M.R., COTE, J.A. & COMSTOCK, S.M. (1990). “Measurement errors in the behavioral sciences: The case of personality/attitude research”. Educational and Psychological Measurement 50, 447–474.
  • CALLAHAN, C.M. (1996). “A critical self–study of gifted education: Healthy practice, necessary evil, or sedition?” Journal for the Education of the Gifted, 19, 148–163.
  • CAMPBELL, D.T. & FISKE, D.W. (1959). “Convergent and discriminant validation by the multitrait– multimethod matrix”. Psychological Bulletin 56, 81–105.
  • CASTELLÓ, A. & BATLLE, C. (1998). “Aspectos teóricos e instrumentales en la identificación del alumno superdotado y talentoso. Propuesta de un protocolo”. FAISCA, 6, 26–66.
  • COHEN, J. (1988). Statistical power analysis for the behavioral sciences. New York: Academin Press.
  • CRONBACH, L. (1951). “Coefficient alpha and the internal structure of tests”. Psychometrika 16 (3), 297–334.
  • DABROWSKI, K. (1964). Positive disintegration. London: Little, Brown & Co.
  • DEL ROSAL, A., HERNÁNDEZ–JORGE, C. & RODRÍGUEZ–NAVEIRAS, E. (2011). “Evidencias contra el mito de inadaptación de las personas con altas capacidades”. Psicothema, 23(3), 362–367.
  • FERRÁNDIZ, C., PRIETO, M.D., FERNÁNDEZ, M.C., SOTO, G., FERRANDO, M. & BADÍA, M.M. (2010). “Modelo de identificación de alumnos con altas habilidades en Educación Secundaria”. Revista Interuniversitaria de Formación del Profesorado 13(1), 63–74.
  • FERRÁNDIZ, C., HERNÁNDEZ, D., BERMEJO, M.R., FERRANDO, M. & PRIETO, M.D. (En revisón). “Validación y baremación del Inventario de Cociente Emocional de Bar–On para Jovenes (EQ:i–YV) en una muestra española”. Revista de Psicodidáctica.
  • FERNÁNDEZ, M.C., FERRÁNDIZ, C., ALMEIDA, L., HERNÁNDEZ, D., BERMEJO, M.R., SAINZ, M., FERRANDO, M. & PRIETO, L. (en revisión). “Validación del Inventario de Cociente Emocional EQ–i:YV en alumnos superdotados y talentosos”. The Spanish Journal of Psychology.
  • FREEMAN, J. (1983). “Emotional Problems of the Gifted Child”. Journal of Child Psychology and Psychiatry, 24(3), 481–485.
  • FREEMAN, J. (1994). “Some Emotional Aspects of Being Gifted”. Journal for the Education of the Gifted, 17, 180–197.
  • GAGNÉ, F. (1994). “Are teachers really poor talent detectors? Comments on Pegnato and Birch's (1959) study of the effectiveness and efficiency of various identification techniques”. Gifted Child Quarterly, 38, 124–126.
  • GARCÍA YAGÜE, J. (1986). El niño bien dotado y sus problemas. Madrid: CEPE.
  • GARDNER, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • GENOVARD, C. & CASTELLÓ, A. (1990). El límite superior. Aspectos psicopedagógicos de la excepcionalidad intelectual. Madrid: Pirámide.
  • GIGNAC, G.E. (2009). “Psychometrics and the measurement of emotional intelligence”. En C. STOUGH, D.H. SAKLOFSKE & J.D.A PARKER, “Theory, Research and Aplication”. Assesing Emotional Intelligence. New York: Springer, 9–42.
  • HERNÁNDEZ, D. (2010). Alta habilidad y competencia experta. Tesis doctoral. Universidad de Murcia.
  • HOLLINGWORTH, L. (1942). Children Above 180 IQ. Standford Binet. New York: World Book.
  • HOGE, R.D. & CUDMORE, L. (1986). “The use of teacher–judgment measures in the identification of gifted pupils”. Teaching and Teacher Education, 2, 181–196.
  • JOSHEP, D. & NEWMAN, D. (2010). “Discriminant Validity of Self–Reported Emotional Intelligence: A Multitrait–Multisource Study”. Educational and Psychological Measurement, 70(4), 672–694.
  • KENNY, D.A. & KASHY, D.A. (1992). “The analysis of the multitrait–multimethod matrix using confirmatory factor analysis”. Psychological Bulletin, 112, 165–172.
  • LANCE, C.E., DAWSON, B., BIRKELBANCH, D. & HOFFMAN, B.J. (2010). “Method effects, measurement error, and substantive conclusions”. Organizational Research Methods, 13(3), 435–455.
  • LEE, J.E., WONG, C. T., DAY, J.D., MAXWELL, S.E. & THORPE, P. (2000). “Social and academic intelligences: A multitrait–multimethod study of their crystallized and fluid characteristics”. Personality and Individual Differences, 29, 539–553.
  • MARSH, H.W. & GRAYSON, D. (1995). “Latent variable models of multitrait–multimethod data”. En R.H. HOYLE (ed.), Structural Equation Modeling: Concepts, issues, and applications. California: Sage.
  • MAYER, J. & SALOVEY, P. (1997). “What is emotional intelligence?” En P. SALOVEY & D. SLUYTER (eds.), Emotional Development and Emotional Intelligence: Implications for Educators. Nueva York: Basic Books, 3–31.
  • NOSEK, B. A. & SMYTH, F. L. (2007). “A multitrait–multimethod validation of the Implicit Association Test: Implicit and explicit attitudes are related but distinct constructs”. Experimental Psychology, 54, 14–29.
  • OBRADOVIĆ, J., VAN DULMEN, M., YATES, T., CARLSON, E. & EGELAND, B. (2006). “Developmental assessment of competence from early childhood to middle adolescence”. Journal of Adolescence, 29(6), 857–889.
  • PETRIDES, K.V., PITA, R. & KOKKINAKI, F. (2007). “The location of trait emotional intelligence in personality factor space”. British Journal of Psychology, 98, 273–289.
  • PEGNATO, C.W. & BIRCH, J.W. (1959). “Locating gifted children in junior high schools: A comparisons of methods”. Exceptional Children, 25, 300–304.
  • PRIETO, M.D., FERRÁNDIZ, C., SAINZ, M., BERMEJO, R. & FERRANDO, M. (2008). “Inteligencia Emocional y Superdotación: Percepción de padres, profesores y alumnos”. Sobredotaçao, 9, 29–44.
  • PRIETO, M.D. & FERRANDO, M. (2008). “Prejudices about Emotional Intelligence in Gifted and Talented Children”. En BALCHIN, T., HYMER B. & MATTHEWS, D. (eds.). The Routledge International Companion to Gifted Education. London: Routledge–Farmer Oxon, 149–154.
  • RENZULLI, J.S. (1978). “What makes giftedness? Re–examining a definition”. Phi Delta Kappan, 60, 180–184.
  • RENZULLI, J.S. (2003). “What makes giftedness and how can we develop high levels of talent in young people?” Gifted & Talented: The Journal of the National Association for Gifted Children, 7(2), 8–18.
  • RENZULLI, J.S. & Delcourt, M.A.B. (1986). “The legacy and logic of research on the identification of gifted persons”. Gifted Child Quarterly, 30, 20–23.
  • ROHRER, J.C. (1995). “Primary teacher conceptions of giftedness: Image, evidence, and nonevidence”. Journal for the Education of the Gifted, 18, 269–283.
  • RUNCO, M.A. (1993). “Divergent thinking, creativity, and giftedness”. Gifted Child Quarterly, 37(1),16–22.
  • SCARPELLO, V. & WHITTEN, B.J. (1984). “Multitrait–multimethod validation of personality traits possessed by industrial personnel in research and development”. Educational and Psychological Measurement, 44, 395–404.
  • SCHMITT, N. & STULTS, D.N. (1986). “Methodology review: Analysis of multitrait–multimethod matrices”. Applied Psychological Measurement, 10, 1–22.
  • SCHEWEAN, V.L., SAKLOFSKE, D.H., WIDDIFIELD–KONKIN, L., PARKER, J. & KLOOSTERMAN, P. (2006). “Emotional Intelligence and Gifted Children”. E–Journal of Applied Psychology: Emotional Intelligence, 2(2), 30–37.
  • SIEGEL, D. & POWELL, T. (2004). “Exploring teacher biases when nominating students for gifted programs”. Gifted Child Quarterly, 48, 21–29.
  • STERNBERG, R.J. (2000A). “Giftedness as developing expertise”. En K.A. HELLER, F.J. MÖNKS, R.J. STERNBERG, & R.F. SUBOTNIK (eds.), International handbook of giftedness and talent. Amsterdam: Elsevier, 55–66.
  • STERNBERG, R.J. (2000B). “Identifying and developing creative giftedness”. Roeper Review, 23(2), 60–64.
  • STERNBERG, R.J. (2003). “Giftedness according to the theory of successful intelligence”. En N. COLANGELO & G. A. DAVIS, Handbook of gifted education. Boston: Allyn & Bacon, 55–60.
  • STOUGHT, C., SAKLOFSKE, D. & PARKER, J.D.A. (2009). “A brief analysis of 20 years of emotional intelligence: An introduction to assessing emotional intelligence: Theory, research and applications”. En C. STOUGH, D. SHAKLOFSKE & J.D.A. PARKER, Assessing emotional intelligence: Theory, research, and Application. New York: Springer, 3–8.
  • TANNENBAUM, A.J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
  • TERMAN, L. (1925). Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
  • TOMÁS, J.M., OLIVER, A. & HONTANGAS, P.M. (2000). “Análisis factorial confirmatorio de segundo orden y matrices multirrasgo–multimétodo”. Psicothema, 12(2), 534–539.
  • TORRANCE, E.P. (1974). The Torrance tests of creative thinking. Bensenville, Il: Scholastic Testing Service.
  • WIDAMAN, K.F. (1985). “Hierarchically nested covariance structure models for multitrait–multimethod data”. Applied Psychological Measurement, 9, 1–26.
  • WOOD, L., PARKER, J.D.A. & KEEFER, K. (2009). “Assessing emotional intelligence using the Emotional Quotient Inventory (EQ–i) and related instruments”. En C. STOUGH, D. SHAKLOFSKE & J.D.A. PARKER, Assessing emotional intelligence: Theory, research, and Application. New York: Springer, 67–84.
  • WIGELSWORTH, M., HUMPHREY, N., KALAMBOUKA, A. & LENDRUM, A. (2010). “A review of key issues in the measurement of children’s social and emotional skills”. Educational Psychology in Practice, 26(2), 173–186.
Data source: Dialnet