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The aim of this paper is to study EI in high ability (gifted, talented and academically talented) and average ability (non-gifted or talented) students and look for differences between them depending on their cognitive profile. The participants comprising the high-ability (G&T) sample were drawn from different schools in Murcia (Spain). The initial identification of G&T required that the students met several criteria which included a) nomination by teachers based on the Renzulli (1978) model; b) ability test scores (BADyG, Yuste, Martínez y Galve, 2001); and c) a creativity test (Test of Creative Thinking, Torrance, 1974). The final sample of G&T students included 182 (boys and girls). Their age ranged from 6 to 12 years old, and they took the EQ-i: YV (Emotional Quotient Inventory Youth Version, Bar-On & Parker 2000). In addition, the same test was completed by a non-gifted or average abilities sample from different schools in Murcia (Spain) composed of 1,393 students aged 6-17 years (boys and girls). The findings showed statistically significant differences between the high ability students (gifted, talented and academically talented) and non-gifted or talented. High ability students score higher in adaptability and stress management than non-gifted or talented ones. In addition, the data showed gender differences in emotional intelligence. Girls obtained higher scores in interpersonal and stress management than boys, but boys obtained higher scores in adaptability than girls. [ABSTRACT FROM AUTHOR]