Giftedness and Family Well-beingThe Role of Emotional Intelligence, Perceived Social Support and Stress

  1. Ana M. Casino-García
  2. Lucía I. Llinares-Insa
  3. Verónica M. Guillén-Martín
  4. Alba Ibáñez-García
Zeitschrift:
Psicothema

ISSN: 0214-9915 1886-144X

Datum der Publikation: 2024

Ausgabe: 36

Nummer: 3

Seiten: 277-286

Art: Artikel

DOI: 10.7334/PSICOTHEMA2023.401 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Psicothema

Zusammenfassung

Antecedentes: Las familias de estudiantes con altas capacidades pueden tener menor bienestar dadas las dificultades en la crianza. La inteligencia emocional podría ayudarles a manejar las emociones negativas y mejorar su autoestima. Apoyo social percibido y estrés podrían mediar esta relación. El objetivo de este trabajo fue analizar dichas variables, testando un modelo de mediación en progenitores con descendientes con alta capacidad y progenitores en general. Método: Se administraron cuestionarios de inteligencia emocional, estrés, apoyo social percibido, afectos y autoestima a 245 progenitores (135 tenían descendientes con altas capacidades). Se realizaron análisis descriptivos, de diferencias de medias y modelos de ecuaciones estructurales (SEM). Resultados: Los progenitores de estudiantes de altas capacidades señalaron más experiencias negativas (d de Cohen = 0.75; p < .01) y percibieron menor apoyo social de sus amistades (d de Cohen = 1.54; p < .01). Apoyo social y estrés mediaron parcialmente la relación entre inteligencia emocional y bienestar. En progenitores de estudiantes con altas capacidades hubo mediación parcial del apoyo social con afecto positivo. Conclusiones: Dotar a las familias de herramientas para fomentar su inteligencia emocional y realizar campañas de sensibilización centradas en la comprensión y apoyo al colectivo de altas capacidades contribuirá a su bienestar.

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