Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Ana M. Casino-García1 , Lucía I. Llinares-Insa2 , Verónica M. Guillén-Martín3 and Alba Ibáñez-García3
1 Universidad Católica de Valencia (Spain),
2 Universitat de València (Spain),
3 Universidad de Cantabria (Spain)
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 wellbeing. 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.
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.
SPANISH
ENGLISH
https://doi.org/10.7334/psicothema2023.401