Emotional-Social Intelligence of Gifted Children in Their Learning Process and Learning Behaviors That Cause Their Self-Sabotage

Throughout history, these individuals have shaped human history with their work, yet they were often misunderstood and even ostracized in their time. For example, figures like Mustafa Kemal Atatürk, Fatih Sultan Mehmet, Albert Einstein, Alexander Fleming, Galileo, and Graham Bell were not fully understood in their eras, yet they are among those who changed the course of world history.

Identifying gifted individuals at an early age and developing special educational methods for them is of great importance. However, the question arises whether their emotional intelligence (EQ) and social intelligence (SQ) are at the same level as their high intellectual intelligence (IQ). Tercan (2018), in his study on this subject, found that the emotional intelligence of gifted boys was lower compared to girls. Additionally, he emphasized that the social, emotional, and psychological burdens of gifted individuals should be recognized early, and necessary measures should be taken. This shows that having exceptional abilities does not necessarily mean having high emotional intelligence. Concepts related to emotional intelligence, such as love, empathy, ethical values, and self-sacrifice, can be developed over time with the collaboration of family, school, and the environment.

It can be argued that intellectual intelligence unsupported by social and emotional intelligence can pose a threat to individual and societal life. Otherwise, individuals with high intellectual abilities but lacking ethical values can cause serious problems in society. For example, engineers making unethical decisions, doctors endangering lives for financial gain, or teachers discriminating in educational processes may emerge. Therefore, it is essential to focus not only on the intellectual intelligence of gifted individuals but also on developing their social and emotional intelligence.

Abdullayeva (2018), in a study, found that the social intelligence levels of gifted children were significantly higher than those of normally developing children. This indicates that gifted children have a potential advantage in terms of social and emotional intelligence. However, effectively leveraging this advantage largely depends on the effective regulation of parents, teachers, and environmental factors. Coordinating these processes will increase the success rate of individuals in their lives.

Problem

What are the difficulties faced by teachers and other professional educators in the education of gifted children? When seeking an answer to this question, it becomes evident that a series of automatic thoughts, stereotypical schemas, and behavioral patterns that sabotage their learning processes emerge in gifted children. Fonseca (2014), in his study with gifted children, stated that these children have a perfectionist and detail-oriented mindset, are reluctant to ask for help, and procrastinate on their assignments. Additionally, they suppress their desire to ask questions for fear of appearing foolish and develop excessive expectations of themselves. These automatic thoughts eventually turn into unquestioned beliefs and undermine the individual's learning processes.

Gifted children have different ways of perceiving compared to their peers. For example, while their peers enjoy watching cartoons or going to the park, gifted children may prefer different hobbies and activities. This can lead to them feeling different, experiencing peer pressure, or even engaging in bullying. Although their social problem-solving skills are inherently strong, parents' faulty parenting styles, teachers' overly competitive educational models, and problematic environmental conditions can hinder these children from fully realizing their potential.

Research Purpose and Importance

The purpose of this research is to examine the effects of social and emotional intelligence on the learning processes of gifted children and the self-sabotaging learning behaviors in these processes. Although the proportion of gifted individuals in the general population is low, these individuals shape society by making groundbreaking discoveries and innovations. Therefore, developing the social and emotional intelligence of gifted individuals is of great importance not only individually but also societally.

Social and emotional intelligence, one of the fundamental concepts of positive psychology, refers to individuals' abilities to form healthy relationships, develop empathy, and manage their emotions. Individuals with high social and emotional intelligence enjoy friendship relationships and can communicate healthily with others. However, gifted individuals can experience both positive and negative extremes simultaneously. Their happiness depends on developing their academic, emotional, and social competencies healthily (Keyes, Shmotkin, and Ryff, 2002).

Conclusion and Recommendations

The social and emotional intelligence of gifted individuals is as important as their intellectual intelligence. Ignoring social and emotional intelligence and focusing solely on intellectual intelligence would be an incomplete approach for the development of the individual and society. Gifted individuals need to be supported with positive psychology concepts such as happiness, life satisfaction, psychological resilience, and hope. Additionally, it is important to ensure that these individuals interact with their peers, help them discover their different talents, and encourage them to grow as individuals who contribute to society.

In conclusion, developing the social and emotional intelligence of gifted individuals will not only increase their individual success but also provide societal benefits. Therefore, educators, parents, and policymakers should develop programs that support the social and emotional development of gifted individuals.

References

• Abdullayeva, L. (2018). Investigation of Social Intelligence Levels of Gifted Children Compared to Normally Developing Children. Unpublished Master's Thesis. Aydın University Social Sciences Institute, Istanbul.
• Azboy, Z. U. (2020). The Relationship Between Psychological Resilience and Social Capital in Gifted Children. Unpublished Master's Thesis. Çağ University Social Sciences Institute, Mersin.
• Çamdeviren, Ş. (2014). Difficulties Faced by Parents of Gifted Children Attending Science and Art Centers (BİLSEM) (Sakarya Province Example). Unpublished Master's Thesis. Sakarya University Educational Sciences Institute, Sakarya.
• Fonseca, C. (2014). 101 Secrets for Success for Gifted Children, (trans: Ali Dülger), Bilim Teknik Publishing, Istanbul.
• Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing Well-Being: The Empirical Encounter of Two Traditions. Journal of Personality and Social Psychology, 82(6), 1007–1023.
• Koçak, S. S. (2020). The Effect of a Psycho-Education Program Developed for the Social Emotional Development of Gifted Children. Unpublished Doctoral Thesis. Gazi University Educational Sciences Institute, Ankara.
• McCullough, G., Huebner, E. S., & Laughlin, J. E. (2000). Life Events, Self-Concept, and Adolescents' Positive Subjective Well-Being. Psychology in the Schools, 37(1), 1–10.
• Özcan, D., & Zaaroğlu, L. (2017). Determination of the Relationship Between Strategies of Decision-Making and Emotional Intelligence of Gifted Students. ENSAYOS, Faculty of Education of Albacete, 32(2).
• Sak, U. (2014). Gifted Individuals. Ankara: Vize Publishing.
• Tara, S., & Audrey, B. (2011). I Knew I Was Different: Understanding the Gifted. Ankara: Kök Publishing.
• Tercan, H. (2018). Investigation of Labeling Perceptions and Emotional Intelligence Competencies of Gifted Children. Unpublished Master's Thesis. Ankara University Health Sciences Institute, Ankara.

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Author: Mehmet Gök

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