PARENTING STYLES, EMOTIONAL INTELLIGENCE AND SELF-ESTEEM ASPREDICTORS OF ACADEMIC UNDERACHIEVEMENT AMONG GIFTEDADOLESCENTS

Abstract

Emotional intelligence is the ability to perceive, understand and manage one’s emotion. It is thought to be a crucial determinant of students’ behavioural disposition. Also, the way parents discipline their children leads to deep and lasting consequences for the child’s emotional life. A
harsh treatment has its implication and emphatic understanding does too. The relationship between affective and emotional aspects of parental behavior and the child’s emotional adjustment is family and culture specific. Self-esteem relates to negative or positive attitude towards self and concerns how individuals perceive and evaluate themselves. It is an affective, psychological, and personality dimension of the self and encompasses a constellation of judgment about physical attributes, psychological competence, social interaction, coping skills, and mental abilities about self. Students identified as gifted and talented are not a homogenous group. Talents and strengths among sample of students drawn from a so-called average population. The most common component of the various definitions of gifted underachievement involves identifying a discrepancy between ability and achievement. Some causes of
underachievement are related to students’ emotions; pressure to confirm; fear of failure and low self-esteem. This paper will be reviewing parenting styles, emotional intelligence and self-esteem as predictors of academic underachievement among gifted adolescents.