Role of IQ and Gender in Emotional Intelligence among Gifted and Average Students

 Prerna Karulkar, Sucharita Gadre, and Anagha Lavalekar
Jnana Prabodhini’s Institute of Psychology, Pune

Pages: 234-244

This study examined the relationship between emotional intelligence (EI) and intelligence
quotient (IQ) among students aged 7 to 12, focusing on 128 gifted and 180 average
students. EI components—emotional perception, management, assimilation, and
understanding—were assessed using the “How Do I Feel?” test developed at Jnana
Prabodhini’s Institute of Psychology, Pune. IQ was measured with Standard and
Coloured Progressive Matrices. The study aimed to identify differences in EI and IQ
between gifted and average students, explore gender differences in EI in gifted students,
and examine correlations among EI sub-areas. The findings provided intriguing insights
into the emotional profiles of students and highlighted the significant role of IQ and
gender on EI. Results also revealed positive correlation between emotional perception
and emotional management in both, gifted and average groups. However, average
students showed greater emotional assimilation and understanding than gifted students.
Gender analysis indicated that gifted females outperformed gifted males in emotional
perception and management. The study found that emotional intelligence (EI) is
independent of cognitive ability and does not influence giftedness. Average students
showed greater emotional assimilation and understanding than gifted students, while
gifted females outperformed males. The findings emphasized the importance of early
EI cultivation, highlighting the need for socio emotional learning interventions that
complement traditional cognitive development strategies fostering holistic growth and
well-being in children.

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