Einschätzung des Sozial-emotionalen Verhaltens (hoch-)begabter Kinder

This paper addresses the central question of how educators assess the social-emotional competencies of gifted and above-average intelligent children compared to those of average intelligence. The study included children aged four to six years. The aim of this work is to determine whether highly intelligent children are indeed assessed as socially and emotionally more problematic than average intelligent children. In this regard, the intellectual performance of a total of 90 children was measured using the Coloured Progressive Matrices intelligence test, and their assessments were then collected using the behavioral assessment scale for three to six-year-olds regarding their social-emotional competencies.