Comparison of motor efficiency and emotional intelligence of ordinary and gifted girl students aged 12-15 years

Kalami, Fahime; Garmanjani, Usef; Nazemzadegan, Gholamhossein; Chahardah-Cheric, Majid

doi:10.22059/sshr.2024.378632.1152

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	Comparison of motor efficiency and emotional intelligence of ordinary and gifted girl students aged 12-15 years
Sport Sciences and Health Research
دوره 16، شماره 2، مهر 2024، صفحه 205-216 اصل مقاله (657.07 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22059/sshr.2024.378632.1152
نویسندگان
Fahime Kalami¹؛ Usef Garmanjani^* ²؛ Gholamhossein Nazemzadegan³؛ Majid Chahardah-Cheric¹
¹Department of Motor Behavior, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran.
²Abu Dhar Ghaffari Boulevard of Martyrs of the Literature of the Last Door Last Door
³Department of Motor Behavior, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran
چکیده
Background: The research showed that having high scientific intelligence in students does not necessarily imply higher emotional intelligence or better motor efficiency, and these relationships may vary among individuals with different levels of intelligence. Aim: The present study was conducted to compare the motor efficiency and emotional intelligence of ordinary and gifted girls’ students aged 12-15 years. Materials and Methods: The present research was a causal-comparative study. This study was conducted on 100 participants two equal groups (50 gifted girls’ students from National Organization for Development of Exceptional Talant (NODET) and 50 ordinary girls’ students from ordinary schools) using random sampling method from 6 ordinary schools and 3 NODET schools in the first secondary level in Shiraz. The Trait Emotional Intelligence Questionnaire– Adolescent Short Form (TEIQue-ASF) and the Bruininks- Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) were used to measure emotional intelligence and motor efficiency, respectively. Results: The results showed that the motor performance of gifted students was significantly better than ordinary students (P=0.029). However, there was no significant difference in the emotional intelligence variable between the two groups (P<0.05). Conclusion: The research results indicated a significant difference in motor efficiency between gifted and ordinary students. This finding underscores the need for a more in-depth investigation into the potential causes of this disparity. Factors to consider include variations in the physical environment of schools, access to sports facilities, the role of physical activity and sports outside of school, and the differing social and economic backgrounds of families.
کلیدواژه‌ها
emotional intelligence؛ gifted students؛ motor efficiency؛ ordinary students

مراجع
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آمار

Comparison of motor efficiency and emotional intelligence of ordinary and gifted girl students aged 12-15 years

]2[ Diamond A. "Executive functions". Annual Review of Psychology. 2013; 64: 135-68. DOI: 10.1146/annurev-psych-113011-143750.

]3[ Flavell JH. "Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry". American Psychologist. 1979; 34(10): 906-911. DOI: 10.1037/0003-066X.34.10.906.

]4[ Sternberg RJ. Theories of Intelligence. Pfeiffer SI, Shaunessy-Dedrick E, Foley-Nicpon M (eds). APA Handbook of Giftedness and Talent. Washington, DC: American Psychological Association. 2018. 145-61. DOI: 10.1037/0000038-010.

]5[ Kaufman AS. Contemporary intellectual Assessment: Theories, Tests, and Issues. Guilford Publications. 2018.

]6[ Gardner HE. Frames of Mind: The Theory of Multiple Intelligences. Basic Books; 2011.

[7] Thurstone LL. Primary Mental Abilities. Chicago: Science Research Associates. 1943.

]8[ Spearman C. The Abilities of Man-Their Nature and Measurement. Pierides Press. 2008.

]9[ Van Der Stel M, Veenman MV. "Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental perspective". European Journal of Psychology of Education. 2014; 29: 117-37. DOI: 10.1007/s10212-013-0190-5.

]10[ Jimenez AL, Banaag Jr CG, Arcenas AMA, Hugo LV. Adolescent Development. Tasman’s Psychiatry: Springer. 2023.

]11[ Crone EA, Dahl RE. "Understanding adolescence as a period of social–affective engagement and goal flexibility". Nature Reviews Neuroscience. 2012; 13(9): 636-50. DOI: 10.1038/nrn3313.

]12[ Meltzer L. Executive Function in Education: From Theory to Practice. Guilford Publications. 2018.

]13[ Bang C, Nam Y, Ko EJ, Lee W, Kim B, Choi Y, Park YR. "A serious game–derived index for detecting children with heterogeneous developmental disabilities: Randomized controlled trial". JMIR Serious Games. 2019; 7(4): e14924. DOI: 10.2196/14924.

]14[ Schott N, Holfelder B. "Relationship between motor skill competency and executive function in children with D own's syndrome". Journal of Intellectual Disability Research. 2015; 59(9): 860-72. DOI: 10.1111/jir.12189.

]15[ Goodway JD, Ozmun JC, Gallahue DL. Understanding Motor Development: Infants, Children, Adolescents, Adults: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning. 2019.

]16[ Piek JP, Dyck MJ, Nieman A, Anderson M, Hay D, Smith LM, et al. "The relationship between motor coordination, executive functioning and attention in school aged children". Archives of clinical Neuropsychology. 2004; 19(8): 1063-76. DOI: 10.1016/j.acn.2003.12.007.

]17[ Smits-Engelsman B, Hill EL. "The relationship between motor coordination and intelligence across the IQ range". Pediatrics. 2012; 130(4): e950-e6. DOI: 10.32598/irj.16.2.121.

]18[ Missiuna C, Campbell WN. "Psychological aspects of developmental coordination disorder: can we establish causality?". Current Developmental Disorders Reports. 2014; 1: 125-31. DOI: 10.1007/s40474-014-0012-8.

]19[ Mohammadi Orangi B, Lenoir M, Yaali R, Ghorbanzadeh B, O’Brien-Smith J, Galle J, De Meester A. "Emotional intelligence and motor competence in children, adolescents, and young adults". European Journal of Developmental Psychology. 2023; 20(1): 66-85. DOI: 10.1080/17405629.2022.2034614.

]20[ Goleman D. Emotional Intelligence. Bantam, New York.

[21] Hargreaves A, Fullan M. (2000). "Mentoring in the new millennium". Theory into Practice. 1995; 39(1): 50-57. DOI: 10.1207/s15430421tip3901_8.

]22[ Olivier S. Understanding and Developing Emotional Intelligence. Singapore: In Knowledge Solutions. 2017.

]23[ Shah CJ, Sanisara M, Mehta HB, Vaghela HM. "The relationship between emotional intelligence and academic achievement in medical undergraduate". Int J Res Med Sci. 2014; 2(1): 59-61. DOI: 10.5455/2320-6012.ijrms20140211.

]24[ Naik D, Kiran DA. "Emotional intelligence and achievement motivation among college students". Indian Journal of Health and Wellbeing. 2018; 9(1): 86-8.

]25[ Ebrahimi MR, Khoshsima H, Zare-Behtash E. "The impacts of emotional intelligence enhancement on Iranian intermediate EFL learners' writing skill". International Journal of Instruction. 2018; 11(1): 437-52. DOI: 10.12973/iji.2018.11130a.

]26[ Cairney J, Veldhuizen S, Szatmari P. "Motor coordination and emotional– behavioral problems in children". Current Opinion in Psychiatry. 2020; 23(4): 324-329. DOI: 10.1097/YCO.0b013e32833aa0aa.

[27] Chagas DV, Leporace G, Batista LA. "Relationships between motor coordination and academic achievement in middle school children". International Journal of Exercise Science. 2016; 9(5): 8. DOI: 10.70252/TBQX2394.

]28[ Payne VG, Isaacs LD. Introduction to Motor Development. Human Motor Development. Routledge; 2020.

]29[ Ashouri A, Farokhnezhad Afshar P, Alimoradi H, Talebizadeh M. "Psychometric properties of the Persian Version of trait emotional intelligence questionnaire in college students". Iranian Journal of Psychiatry and Clinical Psychology. 2022; 27(4): 492-507. DOI: 10.32598/ijpcp.27.4.3123.1.

]30[ Lahaye M, Luminet O, Van Broeck N, Bodart E, Mikolajczak M. "Psychometric properties of the emotion awareness questionnaire for children in a French-speaking population". Journal of Personality Assessment. 2010; 92(4): 317-26. DOI: 10.1080/00223891.2010.482003.

]31[ Mikolajczak M, Petrides K, Hurry J. "Adolescents choosing self‐harm as an emotion regulation strategy: The protective role of trait emotional intelligence". British Journal of Clinical Psychology. 2009; 48(2): 181-93. DOI: 10.1348/014466508X386027.

]32[ Bruininks RH, Bruininks BD. Bruininks-Oseretsky Test of Motor Proficiency. 2nd Ed. (BOT-2). APA PsycTests. 2005. doi: 10.1037/t14991-000..

]33[ Alizadeh B, Ghasemi A, Arabameri E, Rezaey M. "Validity and reliability of Movement Assessment Battery for Children-2 Second Edition in children whit intellectual disability". Journal of Disability Studies. 2016; 9(38): 1-6.

]34[ Deitz JC, Kartin D, Kopp K. "Review of the Bruininks-Oseretsky test of motor proficiency (BOT-2)". Physical & Occupational Therapy in Pediatrics. 2007; 27(4). 87-102.

]35[ Venetsanou F, Kambas A, Aggeloussis N, Serbezis V, Taxildaris K. "Use of the Bruininks–Oseretsky test of motor proficiency for identifying children with motor impairment". Developmental Medicine & Child Neurology. 2007; 49(11): 846-8. DOI: 10.1111/j.1469-8749.2007.00846.x.

]37[ Afzali N, Idris. "Comparison of physical activity levels of male students in ordinary and gifted schools in Kerman". 2nd International Conference and 3rd National Semi-Virtual Conference on Leisure Time. 2023.

]38[ Beets MW, Pitetti KH. "Contribution of physical education and sport to health‐related fitness in high school students". Journal of School Health. 2005; 75(1): 25-30. DOI:10.1111/j.1746-1561.2005.tb00005.x.

]39[ Wang L, Wang L. "Relationships between motor skills and academic achievement in school-aged children and adolescents: A systematic review". Children. 2024; 11(3): 336. DOI: 10.3390/children11030336.

]41[ Aktop A. "Socioeconomic status, physical fitness, self-concept, attitude toward physical education, and academic achievement of children". Perceptual and Motor Skills. 2010; 110(2): 531-46. DOI: 10.2466/pms.110.2.531-546.

]42[ Lari Lavasani M, Hashemi Azar J. "Comparison of movement creativity in gifted children, with children with learning disabilities and normal children". Exceptional Children's Quarterly. 2017; 17(1): 83-96. DOI: 20.1001.1.16826612.1396.17.1.2.2.

]43[ Drozdowska A, Falkenstein M, Jendrusch G, Platen P, Lücke T, Kersting M, Sinningen K. "Interrelations of physical fitness and cognitive functions in German schoolchildren". Children. 2021; 8(8): 669. DOI: 10.3390/ children8080669.

]44[ Ackerman PL. "Nonsense, common sense, and science of expert performance: Talent and individual differences". Intelligence. 2014; 45: 6-17. DOI: 10.1016/j.intell.2013.04.009.

]45[ Kopp A, Jekauc D. "The influence of emotional intelligence on performance in competitive sports: A meta-analytical investigation". Sports. 2018; 6(4): 175. DOI: 10.3390/sports6040175.

]46[ Gucciardi DF, Jackson B. "Understanding sport continuation: An integration of the theories of planned behaviour and basic psychological needs". Journal of Science and Medicine in Sport. 2015; 18(1): 31-6. DOI: 10.1016/j.jsams.2013.11.011.

]47[ Tomporowski PD, Pesce C. "Exercise, sports, and performance arts benefit cognition via a common process". Psychological Bulletin. 2019;145(9):929. DOI: 10.1037/bul0000200

]48[ Zeng N, Ayyub M, Sun H, Wen X, Xiang P, Gao Z. "Effects of physical activity on motor skills and cognitive development in early childhood: a systematic review". BioMed Research International. 2017; 2017(1): 2760716. DOI: 10.1155/2017/2760716.

]49[ Alizadeh H, Faramarzi S, Abedi. “Investigating the effect of a package of child-centered timely neuropsychological interventions on the processing speed of children with cognitive developmental delay”. Sci J Educ Eval. 2019; 12(46): 143-62. DOI: 10.22054/jep.2023.34719.2361.