Abstract
The well-being of parents could be either a protective or risk factor for themselves or their children. Our objective is to analyse the affective components of subjective well-being (SWB), emotional intelligence (EI), and parental mood. Parents of gifted children may be a vulnerable group because they face exceptional challenges in raising their children, sometimes with neither educational nor social support. We assess whether parents’ EI predicts their SWB and whether positive and negative mood mediate this relationship in two different groups of parents (with or without gifted children). The sample comprised 280 parents. To test the hypotheses, descriptive analysis and structural equation modelling (SEM) were conducted. In both groups of parents, EI predicted SWB, and mood played a mediating role. Parents of gifted children had poorer SWB due to a higher number of negative experiences. Additionally, these parents tended to express more anger. Thus, parents of gifted children are an at-risk group. Our work highlights the need for teachers and social agents to consider families to facilitate the inclusion of gifted students and improve their health and that of their parents.
Highlights
The relevance of parents in the lives of gifted children is recognised by the scientific community as a whole, and the importance of parental leadership in the emotional development of children and their quality of life is beyond doubt [2,3]
The scores were
Our study showed that positive and negative mood mediated this relationship in parents in general
Summary
The relevance of parents in the lives of gifted children is recognised by the scientific community as a whole (e.g., see [1]), and the importance of parental leadership in the emotional development of children and their quality of life is beyond doubt [2,3]. The scientific literature has questioned the happiness of infants and adolescents with intellectual giftedness, obtaining contradictory results [5], but has ignored the well-being of their parents and the negative impact that parents’ concerns may have on their well-being [6]. Casino-García, García-Pérez, and Llinares-Insa [10], in a study concerning affective components of the SWB of gifted children, found differences between the SWB of gifted students and of unidentified students (children who had not been tested for giftedness or whose scores were negative). EI plays an important role in Sustainability 2020, 12, 8810; doi:10.3390/su12218810 www.mdpi.com/journal/sustainability
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
