In which areas of emotional intelligence do children with learning disabilities stand out?
DOI:
https://doi.org/10.17533/udea.unipluri.14434Keywords:
learning disabilities (LDs), emotional intelligence (EI), self-concept, the perception of parents, teachers and studentsAbstract
Learning disabilities (LDs), usually associated to reading-writing or logical-mathematical abilities, are very common in classrooms. They pose a real challenge to all the persons participating in the education process, as they are usually connected to social and emotional consequences for the kids with LDs, such as negative feelings expressed as a low self-esteem and a high level of frustration with academic difficulties, thus affecting their self-concept.These kinds of social and emotional problems were assessed by means of the EDIEN scale, specifically designed for this research project and completed by three different groups of participants (parents, teachers, and students), using the five components of emotional intelligence (EI). The sample included 48 kids from 18 public schools of the city of Medellín, sorted out in two groups (24 kids with LDs and 24 kids without them).The comparisons show several differences perceived by the three kinds of participants, in terms of self-control, empathy, self-motivation, and social and communicative abilities.In general, the kids with no LDs assess their academic and social self-concept in a global manner, while the kids with LDs partition their self-concept, focusing on those areas where they feel more capable —usually social comprehension (empathy)—.The group of kids with LDs presents low scores in terms of social and communicative abilities.Differences in terms of sex and age are not significant.
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