Self-Regulated Learning (SRL): A guide for the perplexed

This introductory paper to the special issue of High Ability Studies aims to provide a "guide for the perplexed" relating to self-regulated learning (SRL) theory, research, and applications. We begin by defining SRL and its key cyclical stages and criterial attributes. We move on to discuss a number of motivational and meta-motivational constructs supporting SRL. We then briefly present a number of issues related to teaching and promoting SRL. Finally, we review research shedding light on SRL in gifted, high ability, and high achieving students

Emotional Intelligence In Gifted Students

This article aims at shedding light on the emotional intelligence (EI) of gifted and high ability students. We begin by presenting a brief overview of EI theory and research and its relevance to gifted education. We then present theoretical considerations bearing on the nature of the relationship between cognitive and EI. This is followed by a survey of correlational and individual difference research bearing on the EI-high ability nexus. We then move on to present a number of general guidelines for the development of an EI training program designed to foster emotional and social competencies in gifted students. We conclude by offering some broad generalizations about EI in gifted students and point out the areas of needed future research

Ability Emotional Intelligence And Mental Health: Social Support As A Mediator

The mediating role of perceived social support availability is examined in the observed association between ability emotional intelligence (EI) and psychological distress. 185 Israeli undergraduate students completed measures of ability EI, social support, and distress. As predicted, path analyses demonstrated that social support was a significant mediator of the effects of EI on distress. These data suggest that the adaptive benefits of high EI should be understood from a social perspective

Does Dyadic Coping Mediate The Relationship Between Emotional Intelligence (Ei) And Marital Quality?

This study tested for the mediational effects of dyadic coping in the observed relationship between emotional intelligence, assessed both as ability and as trait, and quality of marital relations. We used a standard dyadic design involving 100 newlywed heterosexual couples who were assessed on EI measures along with measures of dyadic coping and perceived marital quality. Total dyadic coping, as well as dyadic coping of oneself and dyadic coping of partner, were observed to mediate the association between EI and marital quality. These data provide some support for the commonly held assumption that EI plays a role in marital relationships, as mediated by dyadic coping. However, whereas the individual appears to benefit from being emotionally intelligent, the benefit is not transmitted to the other partner in the relationship. © 2013 American Psychological Association

Cognitive-Social Sources Of Wellbeing: Differentiating The Roles Of Coping Style, Social Support And Emotional Intelligence

Social support and coping are reliably associated with wellbeing during adolescence, but it is unclear whether relationships between these constructs and affect are inter-related or independent. Emotional intelligence (EI) also correlates with greater wellbeing, but the key processes supporting the association are likewise uncertain. This study aimed to compare support and coping as predictors of wellbeing and stress using structural equation modeling to test alternate latent factor models. It also aimed to test how EI, measured as an ability, might influence the constructs. Data were collected from 203 Israeli high-school students. Modeling suggested that social support was a stronger influence than coping style on wellbeing, although avoidance coping made a unique contribution to lower wellbeing. EI was associated with social support, but not coping or outcome. It is concluded that social support is critical for wellbeing, over and above coping, consistent with theoretical perspectives that emphasize the importance of social engagement in adolescence. Ability EI appears to have only a modest influence on emotional functioning during adolescence