Socio–emotional competences and creativity in different intelligence levels

This aim of this paper is two–fold: to analyze the relationship between socio–emotional competence and creativity in different intelligence levels (high, medium and low intelligence) and to study the differences on emotional socio–competence and creativity depending on those intelligence levels. A total of 679 Secondary Education Spanish students, aged between 12 and 18 years (M = 13.90, SD = 1.28), took part in this study. The following instruments were used: a) socio–emotional competence was assessed using Bar–On’s Emotional Intelligence Inventory–Youth Version (EQ–i:YV, Bar–On and Parker, 2000); b) cognitive ability was assessed using the Differential Aptitude Test (DAT–5, Bennett, Seashore and Wesman, 2000; and c) creativity was assessed using Torrance’s Test of Creative Thinking (TTCT, Torrance, 1974). The data showed statistically significant differences in the total self–perceived emotional competence and in the elaboration of creativity dimension depending on the participants’ intellectual level. Finally, no statistically significant correlations were found between socio–emotional competence and creativity.