Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model
Subjective well-being (SWB) is a basic component of the health of children and adolescents. Studies of SWB in gifted students are scarce and show contradictory results. Some researchers consider these groups to be vulnerable, and according to some reports they are more often involved in situations o...
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doaj-253f9b835f9c4f14a7eacf1ed6a5709d2020-11-25T01:18:46ZengMDPI AGInternational Journal of Environmental Research and Public Health1660-46012019-09-011618326610.3390/ijerph16183266ijerph16183266Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship ModelAna María Casino-García0Josefa García-Pérez1Lucía Inmaculada Llinares-Insa2Departamento de Educación Inclusiva y Desarrollo Sociocomunitario, Universidad Católica de Valencia San Vicente Mártir, C/ Sagrado Corazón, 5, Godella, 46110 Valencia, SpainDepartamento de Educación Inclusiva y Desarrollo Sociocomunitario, Universidad Católica de Valencia San Vicente Mártir, C/ Sagrado Corazón, 5, Godella, 46110 Valencia, SpainDepartment de Psicologia Social, Universitat de València, Avda. Blasco Ibáñez, 21, 46010 Valencia, SpainSubjective well-being (SWB) is a basic component of the health of children and adolescents. Studies of SWB in gifted students are scarce and show contradictory results. Some researchers consider these groups to be vulnerable, and according to some reports they are more often involved in situations of harassment as victims and/or harassers. Emotional intelligence (EI) is related to SWB and can be a protective factor in these situations. However, the underlying mechanism remains relatively unexplored, especially in the affective dimension of SWB. The present study develops and tests a model for the mediating role of mood in the relationship between EI and SWB. The participants were 273 Spanish students aged 8 to 18 years, distributed into two samples: sample 1, gifted students, and sample 2, unidentified students. The results showed that (1) gifted students exhibited lower scores in EI (specifically, in clarity) and SWB (specifically, in positive experiences) and higher scores on the sadness dimension of mood states and that (2) EI was positively related to SWB, and mood was a significant mediator in the relationship between EI and SWB. The mediating role of the positive mood is given in both groups; however, the negative mood only mediates this relationship in gifted students. The results are discussed, theoretical and practical contributions to the literature are proposed, and implications for parents and teachers are suggested.https://www.mdpi.com/1660-4601/16/18/3266giftedemotional intelligencesubjective well-beingmoodunidentified studentshealthyadolescencechild |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Ana María Casino-García Josefa García-Pérez Lucía Inmaculada Llinares-Insa |
spellingShingle |
Ana María Casino-García Josefa García-Pérez Lucía Inmaculada Llinares-Insa Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model International Journal of Environmental Research and Public Health gifted emotional intelligence subjective well-being mood unidentified students healthy adolescence child |
author_facet |
Ana María Casino-García Josefa García-Pérez Lucía Inmaculada Llinares-Insa |
author_sort |
Ana María Casino-García |
title |
Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model |
title_short |
Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model |
title_full |
Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model |
title_fullStr |
Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model |
title_full_unstemmed |
Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model |
title_sort |
subjective emotional well-being, emotional intelligence, and mood of gifted vs. unidentified students: a relationship model |
publisher |
MDPI AG |
series |
International Journal of Environmental Research and Public Health |
issn |
1660-4601 |
publishDate |
2019-09-01 |
description |
Subjective well-being (SWB) is a basic component of the health of children and adolescents. Studies of SWB in gifted students are scarce and show contradictory results. Some researchers consider these groups to be vulnerable, and according to some reports they are more often involved in situations of harassment as victims and/or harassers. Emotional intelligence (EI) is related to SWB and can be a protective factor in these situations. However, the underlying mechanism remains relatively unexplored, especially in the affective dimension of SWB. The present study develops and tests a model for the mediating role of mood in the relationship between EI and SWB. The participants were 273 Spanish students aged 8 to 18 years, distributed into two samples: sample 1, gifted students, and sample 2, unidentified students. The results showed that (1) gifted students exhibited lower scores in EI (specifically, in clarity) and SWB (specifically, in positive experiences) and higher scores on the sadness dimension of mood states and that (2) EI was positively related to SWB, and mood was a significant mediator in the relationship between EI and SWB. The mediating role of the positive mood is given in both groups; however, the negative mood only mediates this relationship in gifted students. The results are discussed, theoretical and practical contributions to the literature are proposed, and implications for parents and teachers are suggested. |
topic |
gifted emotional intelligence subjective well-being mood unidentified students healthy adolescence child |
url |
https://www.mdpi.com/1660-4601/16/18/3266 |
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