Emotional intelligence in gifted and non-gifted individuals: A systematic review with meta-analysis

IF 3.1 2区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Intelligence Pub Date : 2026-07-01 Epub Date: 2026-06-26 DOI:10.1016/j.intell.2026.102037

Carmen Ferrándiz, Mercedes Ferrando-Prieto, Julio Sánchez-Meca, Rosa María Pons-Parra, Álvaro Infantes-Paniagua

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引用次数: 0

Abstract

Differences in emotional intelligence (EI) between gifted and non-gifted peers are commonly proposed, yet available evidence remains equivocal, likely reflecting heterogeneity in EI conceptualization and assessment. We conducted a preregistered systematic review and meta-analysis of comparative observational studies conducted since 1990 and available in English, French, Italian, Turkish, Portuguese, or Spanish (OSF registration DOI: blinded). ERIC, MEDLINE, Open Access Theses and Dissertations, PsycInfo, ResearchGate, and TESEO were searched on 8 June 2023 and updated, plus Scopus and WoS, on 26 May 2025; additionally, specialist journals were hand-searched, and reference lists were screened. Two reviewers independently screened titles/abstracts and full texts, extracted data, and resolved disagreements by consensus (third-reviewer adjudication). Of 684 records screened, 61 full texts were assessed, and 29 studies met the inclusion criteria. We synthesized group differences using 28 dimension-specific random-effects meta-analyses, estimating standardized mean differences (SMDs) with 95% confidence intervals and prediction intervals to gauge expected effects in new samples. EI outcomes were classified by theoretical framework (ability vs. trait-mixed) and measurement modality (performance-based vs. self-report). Across dimensions, pooled effects provided no evidence of systematic EI differences between gifted and nongifted students. Adaptability was the sole dimension favoring gifted students; however, its prediction interval included negative values, indicating limited generalizability and context-dependent effects. Overall, the evidence does not support a generalized EI advantage associated with giftedness, underscoring the importance of dimension-level synthesis.

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资优和非资优个体的情商：meta分析的系统回顾

人们普遍认为，天才儿童和非天才儿童的情商存在差异，但现有的证据仍然模棱两可，这可能反映了情商概念化和评估的异质性。我们对自1990年以来开展的比较观察性研究进行了预注册的系统评价和荟萃分析，这些研究有英语、法语、意大利语、土耳其语、葡萄牙语或西班牙语（OSF注册DOI：盲法）。检索时间为2023年6月8日，检索时间为ERIC、MEDLINE、Open Access dissertation、PsycInfo、ResearchGate和TESEO，检索时间为2025年5月26日，检索时间为Scopus和WoS；此外，手工检索专业期刊，筛选参考文献列表。两位审稿人独立筛选标题/摘要和全文，提取数据，并通过共识解决分歧（第三审稿人裁决）。在筛选的684份记录中，评估了61份全文，其中29项研究符合纳入标准。我们使用28个维度特定的随机效应荟萃分析来综合组间差异，估计标准化平均差异（SMDs）， 95%的置信区间和预测区间来衡量新样本的预期效应。根据理论框架（能力vs特质混合）和测量方式（基于表现vs自我报告）对EI结果进行分类。在各个维度上，汇集效应没有提供资优学生和非资优学生之间系统性EI差异的证据。适应能力是资优学生的唯一维度；然而，其预测区间为负值，表明其泛化性和情境依赖效应有限。总的来说，证据并不支持与天赋相关的普遍的EI优势，强调了维度水平综合的重要性。

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来源期刊

Intelligence PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.80

自引率

13.30%

发文量

审稿时长

69 days

期刊介绍： This unique journal in psychology is devoted to publishing original research and theoretical studies and review papers that substantially contribute to the understanding of intelligence. It provides a new source of significant papers in psychometrics, tests and measurement, and all other empirical and theoretical studies in intelligence and mental retardation.