Giftedness and the emotionally and socially gifted

In 2006 (Bar-On, 2007), I began studying the relationship between EI and giftedness by examining the correlation between EI and (a) cognitive intelligence, (b) academic performance, (c) striving to do one’s best and to realize one’s potential, (d) problem solving, (e) creativity, and (f) resiliency, which appear in the literature as being integrally related to giftedness. It was found that EI demonstrates a moderate yet significant correlation with the cognitive component of giftedness and the ability to perform academically. Additionally, EI was shown to be highly associated with being motivated to do one’s best and to realize one’s potential. EI has also been shown to be highly associated with problem solving in general, and specifically with one’s ability to explore different approaches in finding effective solutions in solving problems; but it appears to be moderately associated with creativity based on the findings. Based on the specific findings from the studies examined (Bar-On, 2007), the gifted are evidently more adept than their peers at managing emotions (Stress Tolerance), expressing their feelings (Assertiveness), validating their feelings and keeping things in correct perspective (Reality Testing), flexibly (Flexibility) solving problems of a personal and interpersonal nature (Problem Solving), and being sufficiently self-motivated (Optimism) in doing their best and actualizing their potential (Self-Actualization). It was concluded that as the cognitive gifted are expected to possess an IQ equal to or greater than two standard deviations above the norm, the emotionally and socially gifted are expected to score significantly above the average on overall EQ and on the above-mentioned competencies and skills in particular (Bar-On & Maree, in press).