Ethical Regulation and High Intellectual Ability

Abstract

High intellectual ability is expanding its conceptualization. This broadening includes the need for executive and ethical regulation of high potential, in order to offer effective solutions in the complexity of the 21st century. Research on the regulation of ethical sensitivity in persons with HIA is scarce and necessary, suggesting that children and adolescents with HIA are superior and earlier in ethical sensitivity than their typical peers. However, cognitive excellence does not predict excellence and its development; therefore, the importance of regulating and guiding the broad ethical sensitivity of people with HIA is highlighted. The objective of this study is to explore what is the ethical sensitivity of schoolchildren with HIA compared to typical ones. A sample of n = 21 schoolchildren, previously diagnosed with HIA, and an age-matched control group of n = 23 schoolchildren of average intelligence is studied through their answers to the ATHRI questionnaire. The multivariate general linear analysis reported intergroup differences showing the highest and earliest ethical sensitivity in schoolchildren with HIA compared to typical schoolchildren from 8 to 9 years old, but not at 10 years. The generalizability coefficient was high (0.842). Educative derivations are suggested to guide the regulation of ethical sensitivity in children.