Haut potentiel intellectuel et développement social

The first part of this article presents a theoretical and empirical review on the issue of gifted children's social development. As a whole, data does not allow for straightforward conclusion as to whether gifted children may be socially at risk. Conflicting results may be due in part to heterogeneity across studies in sampling procedures and in assessing social adjustment. Next, we will examine how social skills development could be viewed as a potential domain for the expression of intellectual giftedness, in the light of theories that posit a multi-factorial view of intelligence or creativity. Accordingly, there may be a need to reconsider the notion of giftedness and thus take into account social giftedness, both for identification and education purposes.     

Les caractéristiques émotionnelles des enfants à haut potentiel

Most theoretical accounts of giftedness now include an emotional as well as an intellectual component. Yet the multi-dimensional nature of giftedness has often been overlooked in the field of education. According to practitioners, gifted children not only think differently but also feel in other ways. From this point of view, the intellectual complexity interacts with emotional intensity to provide a qualitatively different way of experiencing the world, which leads to the production of the gifted child’s greater potential for high achievement. This paper will focus on emotional features of gifted individuals, and how they could be used to complete current measures and to enrich the concept of giftedness.     

Introduction : hauts potentiels et talents : la position actuelle du problème

In this introduction to the special issue on giftedness of the review Psychologie Française, the evolution of ideas on intelligence is first discussed. The broadening of the concept of intelligence and the distinction between different kinds of intelligence have indeed some consequences for the definition and for the assessment of giftedness. Some general remarks are then made on the current state of the art in the research on giftedness, in France and in the world, before introducing the various contributions gathered in this special issue.     

Bridging the gap between intentions and behavior: Implementation intentions, action control, and procrastination

In the context of Ajzen’s (1991) theory of planned behavior, the antecedents of intentions are better understood than the antecedents of behavior. The current study aimed to improve the understanding of the transition from intentions to behavior. Based on the work of Gollwitzer (1993), Kuhl and Beckmann (1994), and Lay (1986) we proposed a model of mediators (i.e., implementation intentions) and moderators (i.e., action-state orientation and trait procrastination) in the intention-behavior relation. The model was applied to job seeking, and tested using longitudinal survey data of a sample of unemployed individuals in The Netherlands (N = 175). Support was found for the proposed mediating role of implementation intentions in the relation between job search intention and job search behavior. The proposed moderating roles of action-state orientation and trait procrastination were not supported.     

Social and emotional loneliness and self‐reported difficulty initiating and maintaining sleep (DIMS) in a sample of Norwegian university students

Social and emotional loneliness negatively impact several areas of health, including sleep. However, few comprehensive population‐based studies have evaluated this relationship. Over 12,000 students aged 21–35 years who participated in the student survey for higher education in Norway (the SHoT study) were assessed. Loneliness was assessed using the Social and Emotional Loneliness Scale. Difficulty initiating and maintaining sleep (DIMS) was assessed by a single‐item subjective response on the depression scale of the Hopkins Symptoms Checklist (HSCL‐25). Social loneliness was associated with more serious DIMS (unadjusted proportional odds‐ratio [OR] = 2.69, 95% CI = 2.46–2.95). This association was attenuated following adjustment for anxiety (adjusted OR = 1.92, 95% CI = 1.75–2.10) and depression (adjusted OR = 1.48, 95% CI = 1.34–1.63), however was not substantially altered when all demographics and psychological distress were accounted for (fully adjusted OR = 1.46, 95% CI = 1.30–1.63). Emotional loneliness was also associated with more serious DIMS (unadjusted proportional OR = 2.33, 95% CI = 2.12–2.57). Adjustment for anxiety (adjusted OR = 1.96, 95% CI = 1.78–2.15) and depression (adjusted OR = 1.64, 95% CI = 1.48–1.80) attenuated, but did not extinguish this relationship in the fully adjusted model (adjusted OR = 1.22, 95% CI = 1.09–1.31). Mediation analyses revealed that the social loneliness‐DIMS association was fully attributed to psychological distress, while the emotional loneliness‐DIMS association was only partially mediated, and a direct association was still observed. Associations between social and emotional loneliness and subjective DIMS were embedded in a larger pattern of psychological distress. Mitigating underlying feelings of loneliness may reduce potentially deleterious effects on sleep health and psychological wellbeing in young adults.     

Emotionally enhanced memory for negatively arousing words: storage or retrieval advantage?

People typically remember emotionally negative words better than neutral words. Two experiments are reported that investigate whether emotionally enhanced memory (EEM) for negatively arousing words is based on a storage or retrieval advantage. Participants studied non-word–word pairs that either involved negatively arousing or neutral target words. Memory for these target words was tested by means of a recognition test and a cued-recall test. Data were analysed with a multinomial model that allows the disentanglement of storage and retrieval processes in the present recognition-then-cued-recall paradigm. In both experiments the multinomial analyses revealed no storage differences between negatively arousing and neutral words but a clear retrieval advantage for negatively arousing words in the cued-recall test. These findings suggest that EEM for negatively arousing words is driven by associative processes.     

Emotional intelligence levels and counselling skills of prospective psychological counsellors

This research aimed to determine the correlation between emotional intelligence (EI) and counselling skills of Turkish prospective psychological counsellors and to investigate differences in both EI and counselling skills in terms of sex, previous experience of group studies, and class levels. Within a correlational pattern, the sample of the study comprised a total of 349 prospective psychological counsellors; 266 females (76.2%) and 83 (23.8%) males. The data were collected via a Personal Information Form, Bar-On Emotional Quotient Inventory ? and Microcounseling Skill Discrimination Scale?. The results indicated a significant negative correlation between EI and emotional reflection and general counselling skills; no significant correlation between EI and content reflection.     

Emotional intelligence and risky driving behaviour in adults

BackgroundRisky driving is considered a key predictive factor in road traffic accidents resulting in morbidity and mortality. Intra-individual emotional and personality factors have been shown to influence risk-taking behaviours among drivers. Despite this, there is limited research investigating the individual dimensions of these constructs and their relationship to risky driving behaviour (RDB). The current study therefore aimed to assess whether the individual dimensions of Emotional Intelligence (EI) were implicated in RDB.MethodsThe sample comprised 179 adults (55% male) aged between 18 and 64 years (M = 29.85, SD = 11.46) and who currently held a valid driver’s licence completed an online survey. Emotional Intelligence was assessed via self-report using the Swinburne University Emotional Intelligence Test (SUEIT), and RDB was measured using both the Brief Distracted Driving Scale (BDDS) and the Dula Dangerous Driving Index (DDDI).ResultsRegression analyses revealed that ‘Risky Driving’ was related to greater levels of Emotional Recognition and Expression and lesser Age [F_{(6, 172)} = 2.27, p < 0.05: R² = 7.3%], and the Negative Emotions sub-scale of DDDI, was significantly predicted by Emotional Control and Age [F_{(6, 172)} = 6.41, p < 0.05: R² = 18.3%]. A mediation model incorporating Age, Emotional Control scores and the Negative Emotions driving behaviour score indicated that a significant indirect effect of Age through Emotional Control (K² = 0.08, 95% CI [−0.02, −0.03]). (H [3] = 10.98, p = 0.012).ConclusionsLower scores on specific indices of EI are associated with increased rates of RDB, suggesting that poor emotional control may impede an individuals’ ability to make safe behavioural decisions when driving. The effect sizes for these models were small, however, and further research is needed to explore the contributory components in this association. Greater awareness of the role of emotional regulation and driving behaviours may be useful in preventing RDB in adults.     

Predicting cooperation in competitive conditions: The role of sportspersonship,moral competence,and emotional intelligence

ObjectivesThe purpose of the present study was to examine the predictive capabilities of sportspersonship, moral competence, and emotional intelligence on cooperation in varying competitive conditions.DesignAn experimental study was conducted, examining responses in a prisoner's dilemma game with manipulated conditions.MethodForty-three participants were randomly assigned to an accumulative or competitive condition, in which they contested 10 rounds of choosing to cooperate or defect.ResultsWhether the condition was accumulative or competitive did not significantly predict cooperation. In the final round of each contest however, cooperation was significantly reduced. Sportspersonship predicted a significant amount of cooperation percentage, while final round cooperation was predicted by emotional intelligence.ConclusionsCooperation is in part determined by individual levels of sportspersonship in all conditions except when actions are free of future consequence. In such conditions, emotional intelligence appears to be a stronger indicator of cooperation. The implications of the study are that researchers and practitioners should consider how to develop sportspersonship and emotional intelligence to boost cooperation in various domains.     

情绪调节自我效能感与主观幸福感：情绪调节方式的中介作用

本研究的目的在于探讨青少年情绪调节自我效能感与主观幸福感之间的关系及情绪调节方式在其中的中介作用。采用《情绪调节自我效能感量表》、《情绪调节方式量表》和《主观幸福感量表》对1128名中学生进行测查,结果表明：(1) 情绪调节自我效能感与情绪调节方式、生活满意度、积极情感、消极情感关系紧密;(2) 情绪调节自我效能感和情绪调节方式可显著预测主观幸福感;(3) 减弱调节在情绪调节自我效能感与主观幸福感间起部分中介作用。