This study introduces and validates the Scale of Emotional Observation (SEO) as an innovative assessment tool that integrates emotional regulation into psychoeducational evaluation frameworks. Rooted in the theme "Learning, Emotion, and Transformation," the research examines how process-related and anticipatory emotions interact with cognitive performance to shape adaptability in gifted and twice-exceptional (2E) students.


A total of 818 children (ages 8-14) were assessed through a mixed-method design combining WISC-IV cognitive indices with SEO observational ratings across four emotional domains: process-related (PE_risc), retrospective (RE_risc), future-oriented (FE_risc), and socio-emotional (SE_risc). Exploratory and confirmatory factor analyses (Oblimin rotation) revealed a three-factor model—(1) Cognitive-Giftedness, (2) Emotional-Processual-Anticipatory, and (3) Verbal-Reflexive—explaining 47.4% of the total variance (KMO = .684; Bartlett's χ²(45) = 2721, p < .001). Reliability indices were strong (α = .83; ω = .85; ICC = .87).


Regression and ROC analyses demonstrated that SEO emotional indicators predicted academic adaptability and emotional self-regulation beyond IQ-based measures (ΔR² = .18, p < .001). Moderate emotional activation (scores 2-3) correlated with curiosity and metacognitive engagement, while hyperactivation (4-5) predicted anxiety and performance decline, particularly in 2E profiles with ADHD or dysgraphia comorbidity.


The findings position the SEO as a psychometrically valid, context-sensitive, and developmentally transformative instrument. By operationalizing emotional regulation as a measurable determinant of learning potential, the SEO bridges cognitive assessment and emotional competence—advancing ICAP's mission to integrate scientific assessment, educational equity, and psychological wellbeing.