{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,22]],"date-time":"2026-07-22T21:51:56Z","timestamp":1784757116170,"version":"3.55.0"},"reference-count":87,"publisher":"Grupo Editorial Psicofundaci\u00f3n","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Psicothema"],"accepted":{"date-parts":[[2023,12,18]]},"published-print":{"date-parts":[[2024]]},"abstract":"<jats:p>\nBackground::\n 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.\n\nMethod: :\n 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.\n\nResults: :\nCompared with parents in general, the parents of the gifted students reported more negative experiences (Cohen's  = 0.75;  &lt; .01) and less social support from their friends (Cohen's  = 1.54;  &lt; .01). Social support and stress partially mediated the relationship between emotional intelligence and well-being. For parents of gifted students, there was partial mediation of social support through positive affect. \n\nConclusions: :\nProviding families with tools to promote their emotional intelligence and conducting awareness campaigns focused on understanding and supporting gifted groups will contribute to parents\u2019 well-being.\n<\/jats:p>","DOI":"10.7334\/psicothema2023.401","type":"journal-article","created":{"date-parts":[[2024,11,28]],"date-time":"2024-11-28T13:19:52Z","timestamp":1732799992000},"page":"277-286","source":"Crossref","is-referenced-by-count":8,"title":["Giftedness and Family Well-being: The Role of Emotional Intelligence, Perceived Social Support and Stress"],"prefix":"10.70478","volume":"36","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0076-488X","authenticated-orcid":true,"given":"Ana M.","family":"Casino-Garc\u00eda","sequence":"first","affiliation":[{"name":"Universidad Cat\u00f3lica de Valencia","place":["Spain"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9626-4948","authenticated-orcid":true,"given":"Luc\u00eda I.","family":"Llinares-Insa","sequence":"first","affiliation":[{"name":"Universitat de Val\u00e8ncia","place":["Spain"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2465-6082","authenticated-orcid":true,"given":"Ver\u00f3nica M.","family":"Guill\u00e9n-Mart\u00edn","sequence":"first","affiliation":[{"name":"Universidad de Cantabria","place":["Spain"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4457-9555","authenticated-orcid":true,"given":"Alba","family":"Ib\u00e1\u00f1ez-Garc\u00eda","sequence":"first","affiliation":[{"name":"Universidad de Cantabria","place":["Spain"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"51243","published-online":{"date-parts":[[2024]]},"reference":[{"issue":"1","key":"ref0","first-page":"60","article-title":"Socio-emotional characteristics of gifted children and adolescents: A systematic review","volume":"16","year":"2021","unstructured":"Algaba-Mesa, A., & Fern\u00e1ndez-Marcos, T. 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