Emotional Intelligence and Adjustment Patterns of Talented versus Normal Students: Evidence from Secondary Schools in Kanpur

Abstract

This work looks into how emotions, or emotional intelligence, affect the way students in secondary schools of Kanpur district adjust. The ability to control and understand emotions matters a lot for students’ behavior, grades, and mental wellness. Adjustment means the ability of students to respond to new situations in areas of social, emotional, and educational activity in school.

This research uses the comparative research design and randomly picks 400 students, making sure that both gifted students and their normal peers are split evenly between public and private secondary schools. Stable and accurate ratings were collected by using set instruments for measuring emotional intelligence and adjustment. The paired t-test and correlation analysis were used to find out if there were differences and connections between the groups.

Evidence shows that gifted students have much greater emotional intelligence than normal students. However, some people find it tough to change as much as their emotions need. Talented individuals usually do well in school but often face some problems adapting socially and emotionally because they are self-aware. Alternatively, regular students tend to cope well in most areas and have slightly fewer emotional intelligence abilities.

The study points out that there should be specific emotional and psychological support strategies made for each group’s individual needs. For students with abilities, schools should help them fit in and be strong emotionally, while making emotional intelligence better for regular students can greatly support how they deal with things at school. The article concludes by urging schools to adopt inclusive policies and train teachers on how to take care of diverse emotional and adjustment needs in students so they develop entirely.