Psicothema · 2024
Giftedness and Family Well-being: The Role of Emotional Intelligence, Perceived Social Support and Stress.
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Casino-García Ana M, Llinares-Insa Lucía I, Guillén-Martín Verónica M, Ibáñez-García Alba
Аннотация
BACKGROUND: Families of gifted students may have poorer well-being due to difficulties in parenting. Emotional intelligence could help parents manage negative emotions and improve their self-esteem, and perceived social support and stress could mediate this relationship. The objective of this study was to analyze these variables by testing a mediation model in parents of gifted children and parents in general.
METHOD: Questionnaires assessing emotional intelligence, stress, perceived social support, affect and self-esteem were administered to 245 parents (135 had gifted children). Descriptive analyses were performed, mean differences were calculated, and structural equation models (SEMs) were developed and tested.
RESULTS: Compared with parents in general, the parents of the gifted students reported more negative experiences (Cohen's d = 0.75; p < .01) and less social support from their friends (Cohen's d = 1.54; p < .01). Social support and stress partially mediated the relationship between emotional intelligence and well-being. For parents of gifted students, there was partial mediation of social support through positive affect.
CONCLUSIONS: Providing families with tools to promote their emotional intelligence and conducting awareness campaigns focused on understanding and supporting gifted groups will contribute to parents' well-being.
METHOD: Questionnaires assessing emotional intelligence, stress, perceived social support, affect and self-esteem were administered to 245 parents (135 had gifted children). Descriptive analyses were performed, mean differences were calculated, and structural equation models (SEMs) were developed and tested.
RESULTS: Compared with parents in general, the parents of the gifted students reported more negative experiences (Cohen's d = 0.75; p < .01) and less social support from their friends (Cohen's d = 1.54; p < .01). Social support and stress partially mediated the relationship between emotional intelligence and well-being. For parents of gifted students, there was partial mediation of social support through positive affect.
CONCLUSIONS: Providing families with tools to promote their emotional intelligence and conducting awareness campaigns focused on understanding and supporting gifted groups will contribute to parents' well-being.