Longitudinal Associations Between Peer Support in Regular Education Settings and Emotional Intelligence Among Gifted Children

Using a non-experimental quantitative approach and a longitudinal design, this study included 234 gifted children (Mage = 7.58) and 226 non-gifted children (Mage = 7.61). First, we examined whether gifted children in regular education settings differed from their non-gifted peers in peer support and emotional intelligence. We then used a parallel latent growth model to examine the longitudinal associations between the developmental trajectories of peer support and emotional intelligence among gifted children. The results showed that, in regular education settings, (1) gifted children did not differ significantly from their non-gifted peers in peer support or emotional intelligence, providing no support for Hypotheses 1 and 2; (2) the initial level of peer support is positively associated with the initial levels of all dimensions of emotional intelligence, partially supporting Hypothesis 3; and (3) the growth rate of peer support is positively associated with the growth rates of all dimensions of emotional intelligence, supporting Hypothesis 4. These findings suggest that both the early foundation of peer support and its later development should receive attention to promote the continuous improvement and healthy development of emotional intelligence among gifted children.