The DOI matches its Crossref record; 15 of the 16 references it cites were found in a registry or an index.
L’intelligence émotionnelle – trait chez les adolescents à haut potentiel : spécificités et liens avec la réussite scolaire et les compétences sociales
Abstract
Résumé L’étude porte sur le développement de l’intelligence émotionnelle (IE) trait chez les adolescents à hauts potentiels. L’IE est évaluée au moyen du Trait Emotional Intelligence Questionnaire (version française). Les compétences sociales et académiques sont évaluées au moyen de l’inventaire d’adaptation socioaffective d’Achenbach. L’échantillon est composé de 90 jeunes âgés de 11 à 18 ans issus d’une population consultante. Les résultats obtenus sont analysés en fonction de différentes variables (présence ou absence de difficultés sociales ou scolaires, sexe, âge...) et comparés à ceux d’un échantillon contrôle. Au niveau de l’IE, les résultats ne mettent pas en évidence de compétences plus développées chez les jeunes à hauts potentiels. Par ailleurs, le niveau d’IE trait est en lien avec le niveau de compétences sociales. Plus le niveau d’IE trait est élevé, plus les compétences sociales sont développées. On observe également un lien entre la réussite académique et le développement de l’IE trait. Les jeunes qui réussissent bien obtiennent de meilleurs résultats au test d’IE, et ce tant pour les jeunes à hauts potentiels que dans l’échantillon contrôle.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“While the literature has mainly emphasized the importance of trait EI for low IQ children (Agnoli et al., 2012), the construct seems to have relevance for gifted pupils too (Brasseur & Grégoire, 2010).”
From Developments in Trait Emotional Intelligence Research (2016) · cites this paper as Brasseur & Grégoire, 2010
Citations
Cites
Petrides, K. V., & Furnham, A. (2001) · European Journal of Personality · doi:10.1002/per.416 · Cited by 1,997
Transforming gifts into talents: the DMGT as a developmental theory1
Gagné, F. (2004) · High Ability Studies · doi:10.1080/1359813042000314682 · Cited by 1,099
The role of trait emotional intelligence in academic performance and deviant behavior at school
Petrides, K. V., Frederickson, N., & Furnham, A. (2004) · Personality and Individual Differences · doi:10.1016/s0191-8869(03)00084-9 · Cited by 1,028
Mavroveli, S., Petrides, K. V., Rieffe, C., & Bakker, F. (2007) · British Journal of Developmental Psychology · doi:10.1348/026151006x118577 · Cited by 386
Emerging Conceptions of Giftedness: Building a Bridge to the New Century
Renzulli, J. S. (2002) · Exceptionality · doi:10.1207/s15327035ex1002_2 · Cited by 226
Zeidner, M., Shani-Zinovich, I., MATTHEWS, G., & Roberts, E. (2005) · Intelligence · doi:10.1016/j.intell.2005.03.001 · Cited by 204
Emotional intelligence and giftedness
Mayer, J. D., Perkins, D. M., Caruso, D. R., & Salovey, P. (2001) · Roeper Review · doi:10.1080/02783190109554084 · Cited by 163
The Emotional Intelligence, Moral Judgment, and Leadership of Academically Gifted Adolescents
Lee, S.-Y., & Olszewski‐Kubilius, P. (2006) · journal for the education of the gifted · doi:10.1177/016235320603000103 · Cited by 120
GIFTEDNESS: An Exceptionality Examined
Robinson, A., & Clinkenbeard, P. R. (1998) · Annual Review of Psychology · doi:10.1146/annurev.psych.49.1.117 · Cited by 94
Woitaszewski, S. A., & Aalsma, M. C. (2004) · Roeper Review · doi:10.1080/02783190409554285 · Cited by 64
Research works printed but not linked: 7
- Roeper, 1984, Revue Canadienne de Psycho-Education, 13, 17
- Piechowski, 1991, Emotional development and emotional giftedness, 285
- Kostogianni, 2006, Unpublished Doctoral Dissertation, Université Paris X-Nanterre
- Guignard, 2004, Psychologie française, 49, 305, 10.1016/j.psfr.2004.07.001 · DOI
- Evrard, 2008, Unpublished master dissertation, Université Catholique de Louvain
- Caroff, 2006, Enfants exceptionnels, précocité intellectuelle, haut potentiel et talent, 66
- Spielberger, 1971, Psychologie Française, 49, 305
Cited by
Sorted by citations
Developments in Trait Emotional Intelligence Research
Petrides, K. V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M.-J., Furnham, A., & Pérez-González, J.-C. (2016) · Emotion Review · doi:10.1177/1754073916650493 · Cited by 685
Brasseur, S., Grégoire, J., Bourdu, R., & Mikolajczak, M. (2013) · PLoS ONE · doi:10.1371/journal.pone.0062635 · Cited by 361
Self-citationTrigueros, R., Aguilar-Parra, J. M., Cangas, A. J., López‐Liria, R., & Hernández, J. Á. (2019) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph16132295 · Cited by 77
Does temperament influence language development? Evidence from preterm and full-term children
Pereira, M. P., Fernández, P. F., Resches, M., & Gómez-Taibo, M.-L. (2015) · Infant Behavior and Development · doi:10.1016/j.infbeh.2015.10.003 · Cited by 51
Language development of low risk preterm infants up to the age of 30months
Pereira, M. P., Fernández, P. F., Gómez-Taibo, M.-L., & Resches, M. (2014) · Early Human Development · doi:10.1016/j.earlhumdev.2014.08.004 · Cited by 50
Metadata
- Authors
- Brasseur, S., & Gregoire, J.
- Affiliations
- University of Namur (BE)
- Venue
- Enfance
- Publisher
- CAIRN
- Published
- 2010-03
- Volume
- 2010
- Issue
- 01
- Pages
- 59
- ISSN
- 0013-7545 (ISSN-L)
- 1969-6981
- OpenAlex
- W2149478206
- Cited by
- 13
- References
- 16
- Citations by year
- 2025: 1 · 2023: 2 · 2022: 1 · 2019: 3 · 2018: 1 · 2017: 1 · 2016: 2 · 2013: 2
- FWCI
- 0.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Enfance (publishedVersion)
- Digital Access to Libraries (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Emotional Intelligence and Performance
- Social Sciences › Education › Social Skills and Education
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- trait emotional intelligence, gifted adolescents, high-achieving students, academic performance, social competence, emotional intelligence development, sex differences, age differences
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
