Being a crucial reserve force in the construction of a strong nation,maintaining excellent mental health is fundamental for the gifted children to grow up to be top-notch innovative talents.Emotional intelligence profoundly influences the mental well-being of these children.This study explored the relationship between teacher support and emotional intelligence among 280 gifted children in grades 2-6,while also examining the mediating role of mental resilience and the moderating effect of school belonging.The findings showed that(1)teacher support significantly predicts emotional intelligence directly.(2)The resilience partially mediates the relationship between teacher support and emotional intelligence with a mediation effect value of 0.21.(3)The positive impacts of teacher support on emotional intelligence and resilience were moderated by school belonging.Specifically,a high level of school belonging enhanced the positive effects of teacher support on emotional intelligence and resilience.These findings validate the significance of school and individual factors in promoting the development of emotional intelligence in gifted children,providing valuable insights and references for enhancing the school support system adapted to their needs.
NETL
NSTL
万方数据
