The purpose of this study was to determine if the emotional intelligence of gifted adolescents contributes significantly to their social and academic success, and specifically if emotional intelligence was of importance above and beyond traditional psychometric intelligence (IQ). This study tested the claims of Goleman (1995) who argued that emotional intelligence was critical to our understanding of human success, and often times more important than IQ. A group of 39 adolescents (mean age = 16 years 6 months) who were enrolled in a residential high school for gifted youths participated.The Adolescent Multifactor Emotional Intelligence Scale (AMEIS) (Mayer, Salovey, and Caruso, 1996) and the Test of Cognitive Skills (2nd ed.) (CTB MacMillan/McGraw-Hill, 1993) were utilized to attain overall levels of emotional intelligence and IQ, respectively. The Behavior Assessment System for Children - Self-Report - Adolescent Version (BASC-SRP-A) (Reynolds & Kamphaus, 1992) was used to measure two types of social success: interpersonal relations and social stress. Academic success was determined by student grade point averages.The results of hierarchical multiple regression analyses revealed that emotional intelligence did not contribute significantly to the social and academic success for these gifted adolescents. These results suggest that Goleman's argument about the significance of emotional intelligence may be overstated, at least when studying this sample of gifted adolescents. However, future research will need to address the need for improved measurement of emotional intelligence, possibly studying specific components of emotional intelligence. Larger samples that include gifted students from more common settings may also help clarify the importance of emotional intelligence in this population. / Department of Educational Psychology

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 249-251).

Thesis (Ph. D. in Psychology)--Vanderbilt University, Aug. 2005. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004. / "A dissertation in education and urban leadership and policy studies in education." Advisor: Rita H. Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 23, 2006. Includes bibliographical references (leaves 143-151). Online version of the print edition.

Thesis (Ed.S.)--Western Kentucky University, 2009. / Tables. Includes bibliographical references (leaves 31-40).

There is no abstract available for this dissertation. / Department of Educational Studies

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 172-180).

The purpose of this study was to examine the relationship between gifted students’ perceived parents’ parenting styles living in a residential academy and socioeconomic status. It was also the purpose to investigate if a relationship exists between students’ perceived parents’ parenting styles and their gender. Parenting style was measured by a validated 60-question Parenting Style Questionnaire. The findings were unlike previous research and suggest that residential gifted students may perceive their parents’ parenting styles more negatively than average ability students. Participants did not perceive their parents’ parenting styles differently among socioeconomic status (SES) which is unlike previous research which uses socioeconomic status as a predictor of parenting style among non-gifted students (Pinderhughes, Bates, Dodge, Pettit, & Zelli, 2000) . Statistically significant differences were also found between gifted students’ perceptions of their mothers and fathers. It is the intention of this study to use the results as a starting point for others to investigate residential gifted students and dedicate more studies to gifted research. / Department of Family and Consumer Sciences

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 138-155). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43437.

Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 220-233). Print copy also available.