Spiritual Education Program for Improving the Emotional Intelligence of Gifted Children: A Multi-City Single-Group Evaluation Study

Autor/in	Pandya, Samta P.
Titel	Spiritual Education Program for Improving the Emotional Intelligence of Gifted Children: A Multi-City Single-Group Evaluation Study
Quelle	In: Gifted and Talented International, 32 (2017) 2, S.120-133 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2018.1537138
Schlagwörter	Academically Gifted; Emotional Intelligence; Spiritual Development; Program Effectiveness; Christianity; Extraversion Introversion; Cultural Differences; Foreign Countries; Cognitive Tests; Personality Traits; Student Behavior; Jews; Muslims; Buddhism; Religion; Age Differences; Instructional Program Divisions; Social Class; India; China (Beijing); Japan (Tokyo); Singapore; Egypt (Cairo); South Africa; Morocco; France (Paris); Germany (Berlin); Sweden (Stockholm); Italy (Rome); United Kingdom (London); District of Columbia; Canada; Australia; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Christentum; Kultureller Unterschied; Ausland; Kognitiver Fähigkeitstest; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Student behaviour; Schülerverhalten; Jew; Jude; Jüdin; Juden; Muslim; Muslimin; Buddhismus; Age; Difference; Age difference; Altersunterschied; Social classes; Soziale Klasse; Indien; Singapur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Marokko; Kanada; Australien
Abstract	Based on a single-group one-year long evaluation study with 1,625 gifted children aged from 225 schools in 15 cities, this article examines whether participation in a spiritual education program increases their emotional intelligence. Results showed that gifted children's emotional intelligence scores were higher post--spiritual education program (SEP) participation. Specifically, the post-test scores were higher for gifted children from European cities, US, Canadian, and Australian cities, Christian children, introverted gifted children, those who had undergone two or three sessions of the program and who regularly self-practiced. Results of the hierarchical regression analysis showed that the most significant predictor of the post-test emotional intelligence scale scores of the gifted children was self-practice. The study foregrounds the need for a nuanced view of city contexts, gender, form of giftedness, and observed personality trait of gifted children, with the critical requirement of self-engagement through self-practice, in planning SEPs aimed at improving their emotional intelligence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01