Emotional Intelligence, Leadership, and Personality Types of Gifted and Talented Students: An Activity-Based Approach to Developing Positive Character Traits

Abstract

Gifted and talented students are individuals who posses distinctive traits and abilities. This study focuses on key components such as emotional intelligence, leadership qualities, and personality types, while emphasizing the importance of activities that foster the development of positive character traits.
The study involved 142 gifted and talented students, employing the IKEM MEQI instrument by Noriah to evaluate emotional intelligence and the Big Five Personality Instrument by [28] to assess personality types. Leadership was examined through two dimensions: Leadership Attributes, developed by [47], and Leadership Mindset, designed by ELMI-Noriah.
The research outcomes indicate that, in general, the degree of emotional intelligence is elevated (3.912). Nonetheless, certain elements, including emotional awareness, empathy, self-regulation, influence on others, conflict management, and communication, are categorized at a moderate level. The leadership attribute variable similarly reflects a high level overall, although the self-monitoring component registers at a moderate level. Regarding the leadership mindset category, the overall level is high, but components such as recruitment, placement, and relationships with peers are assessed at a moderate level. Meanwhile, the personality variable indicates that openness scores the highest among the personality traits. Discoveries regarding the link between emotional intelligence and leadership qualities, emotional intelligence and leadership perspectives, as well as emotional intelligence and personality traits among gifted and talented students, show notable correlations. Regression analysis highlights that factors influencing emotional intelligence include personality traits such as extraversion and neuroticism. For the leadership attribute dimension, ethical values and collegiality emerge as contributing factors to emotional intelligence. A strategy of activity-based approaches aimed at fostering positive character development, centered on a "from students for students" concept, is also discussed. The study's implications provide insights for parents, teachers, and relevant stakeholders to plan suitable activities for gifted and talented students.