Resumen
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.
Citas
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