The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students’ self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student’s emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.
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.
De la misma forma que la educación tiene la responsabilidad de fomentar la inserción laboral, la empleabilidad está reconocida como una competencia para el logro y mantenimiento del empleo, es por ello que, la empleabilidad es un eje central en la educación. En la Declaración de Incheon y el Objetivo 4 de Educación 2030 de Desarrollo Sostenible se destaca la importancia de las competencias básicas para hacer frente a la vulnerabilidad social y con el fin de conseguir el pleno empleo. Sin embargo, en la literatura científica sobre empleabilidad no hay acuerdo sobre los indicadores que la integran. Nuestro objetivo es delimitar qué indicadores resultan relevantes para el desarrollo de la empleabilidad. Para ello, analizamos los indicadores de empleabilidad que utilizan 30 empresas de inserción (EI) españolas para la realización de los itinerarios formativos de los trabajadores de inserción (PTI). Los resultados muestran una gran heterogeneidad de indicadores. La mayoría de ellos son características individuales, en menor medida hemos encontrado circunstancias personales y prácticamente inexistentes aparecen factores contextuales. Este artículo finaliza resaltando el vínculo formación-trabajo y la formación integral de la persona.
There are more than 25 million refugees in the world. Many of them try to reach the Mediterranean in order to enter Europe. Spain is one of the countries that receive refugees and have to integrate them. Many refugees have experienced persecution in their countries, as well as forced migration, rape, diseases, etc. Their integration requires support and coordination from the government, health services, and social agents. The first step in achieving this integration is getting a job, which is currently an important issue. Thus, we aim to analyze the employability of a specific group of refugees in Spain and then develop and implement an intervention program to improve their employability. Our framework is based on the Bioecological Model of Employability. The results obtained show that the program is effective in improving employability, and they highlight the importance of labor inclusion for refugees’ well-being. Moreover, the findings reveal the need to create labor market policies and further evaluations, diagnostics, and intervention programs that improve employability and other types of personal-community growth. It is necessary to focus on refugees’ needs and develop appropriate services.
Los cambios en mundo laboral derivados de la globalización y el neoliberalismo han puesto a la empleabilidad en el centro de atención del desarrollo económico y social. Sin embargo, la falta de consenso en las teorías y las dimensiones que la definen reclaman un análisis de la investigación que permita su uso como estrategia de cambio social. El objetivo de este trabajo es realizar una revisión sistemática de los marcos teóricos sobre empleabilidad. Se ha realizado un análisis de 239 artículos científicos atendiendo a dos áreas temáticas: la historia del concepto y las perspectivas teóricas. Los resultados de esta revisión han permitido sistematizar y comprender las orientaciones teóricas desde las que se ha analizado la empleabilidad, las premisas que toman las diferentes teorías como punto de partida y los indicadores propuestos. A partir de todo ello, se han abierto algunas cuestiones para la reflexión de los agentes sociales vinculados a la educación, la acción social y al empleo.
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