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Ethical Regulation and High Intellectual Ability.

Sylvia Sastre-Riba1, Tomás Cámara-Pastor1

  • 1Department of Educational Sciences, University of La Rioja, C/Luis de Ulloa, 2, 26004 Logrono, Spain.

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Children with high intellectual ability (HIA) demonstrate earlier ethical sensitivity than their peers. This research highlights the need for guiding this heightened ethical awareness in gifted children.

Keywords:
ethical sensitivityexecutive functiongiftednessmoral sensitivityregulationtalent

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Area of Science:

  • Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • The conceptualization of high intellectual ability (HIA) is broadening to include executive and ethical regulation.
  • Research on ethical sensitivity in individuals with HIA is limited but suggests earlier development compared to typical peers.
  • Cognitive excellence alone does not guarantee developmental excellence, underscoring the need for guidance in ethical sensitivity.

Purpose of the Study:

  • To explore and compare the ethical sensitivity of schoolchildren with HIA to that of their typically developing peers.
  • To investigate age-related differences in ethical sensitivity between these two groups.

Main Methods:

  • A comparative study utilizing the ATHRI questionnaire.
  • Involved 21 schoolchildren diagnosed with HIA and 23 age-matched control schoolchildren of average intelligence.
  • Statistical analysis using multivariate general linear analysis.

Main Results:

  • Schoolchildren with HIA exhibited significantly higher and earlier ethical sensitivity compared to typical schoolchildren aged 8–9 years.
  • This difference in ethical sensitivity was not observed at 10 years of age.
  • A high generalizability coefficient (0.842) was reported for the findings.

Conclusions:

  • Children with HIA display heightened and earlier ethical sensitivity, particularly in younger age groups.
  • Educational strategies are needed to effectively guide and regulate the ethical sensitivity of children with HIA.
  • Further research and practical implications for educators are suggested to support the ethical development of gifted children.