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Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model

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  • Ana María Casino-García

    (Departamento de Educación Inclusiva y Desarrollo Sociocomunitario, Universidad Católica de Valencia San Vicente Mártir, C/ Sagrado Corazón, 5, Godella, 46110 Valencia, Spain)

  • Josefa García-Pérez

    (Departamento de Educación Inclusiva y Desarrollo Sociocomunitario, Universidad Católica de Valencia San Vicente Mártir, C/ Sagrado Corazón, 5, Godella, 46110 Valencia, Spain)

  • Lucía Inmaculada Llinares-Insa

    (Department de Psicologia Social, Universitat de València, Avda. Blasco Ibáñez, 21, 46010 Valencia, Spain)

Abstract

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.

Suggested Citation

  • Ana María Casino-García & Josefa García-Pérez & Lucía Inmaculada Llinares-Insa, 2019. "Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model," IJERPH, MDPI, vol. 16(18), pages 1-18, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:18:p:3266-:d:264501
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    References listed on IDEAS

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    2. Edith Pollet & Tatjana Schnell, 2017. "Brilliant: But What For? Meaning and Subjective Well-Being in the Lives of Intellectually Gifted and Academically High-Achieving Adults," Journal of Happiness Studies, Springer, vol. 18(5), pages 1459-1484, October.
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    4. Joaquín González-Cabrera & Javier Tourón & Juan Manuel Machimbarrena & Mónica Gutiérrez-Ortega & Aitor Álvarez-Bardón & Maite Garaigordobil, 2019. "Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample," IJERPH, MDPI, vol. 16(12), pages 1-15, June.
    5. Michael Lyons & E. Huebner & Kimberly Hills, 2013. "The Dual-Factor Model of Mental Health: A Short-Term Longitudinal Study of School-Related Outcomes," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 114(2), pages 549-565, November.
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    Cited by:

    1. Ana María Casino-García & María José Llopis-Bueno & Lucía Inmaculada Llinares-Insa, 2021. "Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students," IJERPH, MDPI, vol. 18(3), pages 1-23, January.

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