Exploring the link between Turkish gifted children’s perceptions of the gifted label and emotional intelligence competencies

Abstract

Abstract The present study attempts to explore the relation between Turkish gifted children’s perceptions of the gifted label and their emotional intelligence competencies. We included 122 gifted children in this correlational study in the 2018–2019 academic year and collected the data using the Perceptions of Gifted Label Scale (PGLS) and the Emotional Intelligence Competencies Scale (EICS). In the analysis, we utilized descriptive statistics and calculated Pearson’s correlation coefficients between the variables. The mean age of the children was 11.5 years, and there was an equal number of girls and boys. The findings revealed that the children got almost average scores on all subscales of the PGLS. The results uncovered that self-perception of the gifted label was significantly correlated with friends’ and parents’ perceptions of the gifted label [r = 0.380, p < .01]. We found a significant negative relationship between the PGLS self-perception and the EICS self-consciousness. To put it more clearly, as having increased self-consciousness, they are likely to have decreased perception of being labeled decreases. . Our findings also seem noteworthy in suggesting a helpful conceptual framework for designing therapeutic interventions for gifted children, who are often considered more sensitive to social-emotional issues.