Experimental study on quality of life and overload in families caring for gifted children

• 1 • Anduli Revista Andaluza de Ciencias Sociales ISSN: 1696-0270 • e-ISSN: 2340-4973 EXPERIMENTAL STUDY ON QUALITY OF LIFE AND OVERLOAD IN FAMILIES CARING FOR GIFTED CHILDREN ESTUDIO EXPERIMENTAL SOBRE LA CALIDAD DE VIDA Y LA SOBRECARGA EN FAMILIAS QUE CUIDAN A NIÑOS/AS CON ALTAS CAPACIDADES Evaristo Barrera-Algarín Universidad Pablo de Olavide [email protected] ORCID nº: https://orcid.org/0000-0001-8201-9423 Rocío Martínez-Fernández Universidad Pablo de Olavide [email protected] ORCID nº: https://orcid.org/0000-0001-8683-5487 Ana Vallejo-Andrada Universidad de Huelva [email protected] ORCID nº: https://orcid.org/0000-0002-2776-8859 Teresa Fernández-Reyes Centro Promotor del Talento y Altas Capacidades [email protected] ORCID nº: https://orcid.org/0000-0002-3108-9752 Abstract The scientific literature and previous research show that families of gifted children tend to compensate for the deficits in meeting the educational needs of the group, making use of a multitude of resources and extracurricular activities. The objective of this study is to quantify and measure the amount of these curricular activities and their impact on the quality of life of families of gifted children compared to families of non-gifted children. The methodology is a survey experiment involving 160 families in Seville: 80 families with gifted children (experimental group) and 80 families with non-gifted children (control group). The results show that gifted children attend almost twice as many extracurricular activities per week as their non-gifted peers, and the cost to their families is four times higher. This is perceived by mothers of gifted children as detrimental to their quality of life and overburdens their free time, as measured by the GENCAT and ZARIT scales. Keywords: Gifted children, Conciliation, Quality of Life, Extra-curricular Activities, Overload. Resumen La literatura científica y las investigaciones previas muestran que las familias de niños superdotados tienden a compensar los déficits en la satisfacción de las necesidades educativas del grupo, haciendo uso de multitud de recursos y actividades extraescolares. El objetivo de este estudio es cuantificar y medir la cantidad de estas actividades curriculares y su impacto en la calidad de vida de las familias de niños superdotados en comparación con las familias de niños no superdotados. La metodología es una encuesta experimental en la que participan 160 familias de Sevilla: 80 familias con niños superdotados (grupo experimental) y 80 familias con niños no superdotados (grupo de control). Los resultados muestran que los niños superdotados asisten a casi el doble de actividades extraescolares por semana que sus compañeros no superdotados, y el coste para sus familias es cuatro veces mayor. Las madres de los niños superdotados consideran que esto va en detrimento de su calidad de vida y sobrecarga su tiempo libre, según las escalas GENCAT y ZARIT. Palabras clave: Menores con Altas Capacidades, Conciliación, Calidad de vida, Actividades extraescolares, Sobrecarga. Citation/ cómo citar este artículo: Barrera-Algarín, Evaristo; Martínez-Fernández, Rocío; Vallejo-Andrada, Ana; Fernández-Reyes, Teresa (2025). Experimental study on quality of life and overload in families caring for gifted children. ANDULI 27 (2025) pp.1-33. https://doi.org//10.12795/anduli.2025.i27.01 Recibido: 22.07.2024 Revisado: 26.10.2024 Aceptado: 20.12.2024 Anduli • Revista Andaluza de Ciencias Sociales Nº 27 - 2025 • 2 • 1. INTRODUCTION Recent decades have clearly seen an evolution in the relevant terminology and studies attempting to define and characterise gifted children and their different typologies. Intellectual giftedness is understood as the possession of three basic sets of closelyrelated characteristics, with an equal emphasis on each such as possessing above average intellectual ability; a high capacity for dedication to tasks that require mental perseverance, endurance, dedicated practice, self-confidence, etc.; and high levels of creativity, this being defined as people’s capacity to respond to logical problems and challenges with fluidity, flexibility and originality” (Barrera et al., 2008). But gifted children need educational care that promotes their development to prevent them from underestimating their abilities (Silva, et al., 2024). Everything begins with what we understand by intelligence, and how we can measure it. Gardner (2008), seven different types of intelligence were identified: spatial, linguistic, logical-mathematical, body-kinaesthetic, musical, interpersonal and intrapersonal. Subsequently, other research and scientific contributions (Sánchez and Baena, 2017) (Cotes and Gómez, 2009), (Gamboa, et al.,2013), (Larivée, 2010), (Muñoz and Ayuso, 2014), (Suárez, et al., 2010), expanded it to nine, with the inclusion of naturalistic and spiritual intelligence. Renati et al. (2023), in an exploratory study focused on examining the profiles of a sample of 44 gifted children, confirmed that there are aspects related to health status, precociousness of development, and peculiarities of their potentiality and peculiar emotional profile in gifted childrens. All these types of intelligence must be developed through the different socializing agents, such as the school. And on many occasions, when the school is not able to respond to these developmental needs of the different intelligences, families of gifted children look for alternatives in extracurricular activities. Gifted children do not always lead successful lives, especially without sufficient support and investment in education (Vuyk et al., 2024). Subjects capable of high achievement are those with demonstrated achievement and/or ability in any of the following areas: general intellectual ability; specific academic aptitude; creative and productive thinking; visual arts and representations; psychomotor ability; and leadership ability (Higueras-Rodríguez and FernándezGálvez, 2017:151). But giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of giftedness inequitably through successive generations of families by virtue of the families’ resources (Sternberg, 2024:3). However, some studies revealed that teachers considered students to be gifted when, compared to their peers, students were superior in cognitive domains, especially with respect to academic achievement. (Golle et al, 2023) According to previous authors (e.g. Agudo, 2017; Barrera et al., 2008) gifted children have many qualities, one of the most prominent for our research is the need to do many hobbies. These hobbies are attended rarely to by the schools. Extracurricular activities provide crucial opportunities for the development of gifted children, particularly when deficits exist within the standardized school context. These activities assist gifted minors in exploring and discovering their passions and interests, potentially influencing their future academic and professional decisions positively. They enable the acquisition and refinement of a wide range of skills, encompassing athletic, artistic, social, and academic domains. Cognitive stimulation is of paramount importance; hobbies and extracurricular activities offer additional Artículos • Evaristo Barrera-Algarín, Rocío Martínez-Fernández, Ana Vallejo-Andrada, Teresa Fernández-Reyes • 3 • intellectual challenges. In many instances, they facilitate the generation of personal projects that foster initiative, responsibility, and the desire for continued learning. Extracurricular activities also confer benefits in the social and emotional spheres, as they promote social interaction and aid in establishing friendships with other children of similar interests. Moreover, achievements in these activities can boost the confidence and self-esteem of gifted minors. Concurrently, they provide a means to alleviate stress and relax, contributing to emotional well-being. Consequently, participation in extracurricular activities can help prevent certain common challenges in gifted children, such as academic demotivation and hyperactive behaviour (when present). In this regard, extracurricular activities play a crucial role in the development of gifted children, offering opportunities to stimulate their potential and address their specific needs. These encompass a variety of intellectual and creative activities, including those focused on research projects, programming, logic games, etc., which present mental challenges that satisfy their need for cognitive stimulation and help develop problem-solving skills. Additionally, artistic and expressive activities such as literary composition, writing, creation of stories, poems or even scripts, painting, sculpture, or musical instrument classes, among others, are beneficial. Physical and social activities should not be overlooked, including various types of sports, educational outings or excursions (visits to museums, observatories, or archaeological sites), reading and writing clubs, etc. As indicated, these activities foster connection with other children of similar interests, while improving academic skills and imagination. They offer intellectual challenges, promote creativity, allow for the exploration of personal interests, and encourage socialization. In general terms, extracurricular activities can have a significant impact on improving the self-esteem of gifted children in various ways. They allow gifted children to excel in areas where they have natural talent, reinforcing their confidence, developing their interests and passions outside the traditional academic environment. These activities enable the acquisition and refinement of a wide range of skills, from athletic and artistic to social and academic, improve self-discipline and time management, facilitate social interaction in a more relaxed environment, and foster connection with other children who share similar interests, promoting a sense of belonging. This is especially beneficial for gifted children who may feel different or isolated in the regular school environment. And, of course, it allows them to explore new interests and discover hidden talents. Likewise, the educational needs that most gifted school-aged youngsters usually present, (Agudo (2017) (Barrera, et al, 2008), and that should be addressed, are well referenced in the literature. Among them, and more in connection with our research, we can highlight: An environment that nurtures their creative attitudes or originality; flexible learning schedules and paces, based on their interests; having enough educational resources to supplement the ordinary offerings; recognising their work and encouraging them towards new achievements; and cultivating and exercising social skills, aspects of personality, and motivation. However, the formal educational framework is often not capable of satisfactorily meeting all the special educational needs of gifted children. Previous studies (Alencar, 2008; Soriano, 2008) confirm that, in typical educational environments, the superior potential of gifted children is not adequately addressed and cultivated. Generally speaking, standard education is aimed at the average and below-average student, while gifted students, in addition to being left out of this system, are perceived with Anduli • Revista Andaluza de Ciencias Sociales Nº 27 - 2025 • 4 • distrust by teachers, who can feel threatened, questioned, and pressured by their questions and comments. (Higueras-Rodríguez and Fernández-Gálvez, 2017) Hence, previous authors (e.g. Cano, 2002; Higueras-Rodríguez & Fernández-Gálvez, 2017) argue that these children require specific educational programs and services beyond what normal school programs provide, for them to be able to realise their potential and make contributions to society. As we can see, this completely accords with the arguments that we are advancing in these pages. When schools are opposed to meeting their children’s needs, parents take their own initiative to meet them. Usually, these parents will seek support from professionals with expertise in the field and from other parents of gifted children (Souza et al., 2024:162). With reference to extracurricular activities, we find different terminologies to denote them: extracurricular, complementary, or para-school activities; educational activities outside school hours, complementary formative activities, complementary extracurricular activities, etc. In general, the term extracurricular activities is used to refer to all those activities that are carried out outside school hours in an organized and structured manner (Hermoso, 2009:85). The meaning that seems to prevail today is the one that considers extracurricular as events (in this case the activities) taking place outside the time when the school performs its educational and socializing function (at least through organized classes). Based on this criterion, a second pedagogical phase is established to continue students’ educations outside regular school hours. (Sicilia,1998) There are numerous studies that demonstrate both the utility and the benefits and the disadvantages of extracurricular activities. The implementation of extracurricular activities is positively associated with academic performance or orientation and the person’s physical and psychological development (Eccles et al., 2003) (Larson, Hansen and Moneta,2006) (Meroño et al., 2015). However, another researches (Busseri et al., 2006) (Darling, 2005) (Denault and Poulin, 2009) (Fredericks and Eccles, 2006) (Mahoney, 2000) confirm that the practice of activities during nonschool time -especially those that are less structuredis also related to negative assessments, including risky behaviours, the assumption of unwanted social norms, addictions, and increases in anxiety or stress. Finally, we can find studies (World Health Organization, 2010) (Ponce de León et al., 2015) (Torregrosa et al.,2014), that indicate that extracurricular activities promote physical, personal and social development; favouring attitudes aimed at physical and psychological improvement; the promotion of well-being and a healthy lifestyle and increases in self-esteem and motivation. But, other studies (Pham and Altman, 2024), showed that parents of gifted children could participate in supplementary educational programs only if they had sufficient financial resources. In any case, an overload of extracurricular activities can overwhelm the families of gifted children. According to the World Health Organization (2005), a sense of a lack of time is one of the greatest stressors today on families and individuals. Previous studies (Burke & Greenglass, 1999; Varela et al., 2016) have already pointed out these aspects. A study indicates, precisely, in its conclusions, that the families of gifted children get involved in their children’s educations by taking them to different activities in order to boost their learning potential and to develop other personal qualities apart from academic ones. Some of these outside-school activities include language learning; Artículos • Evaristo Barrera-Algarín, Rocío Martínez-Fernández, Ana Vallejo-Andrada, Teresa Fernández-Reyes • 5 • sports, such as football, swimming, basketball, etc.; and artistic endeavours, such as music and dance, all so that these children cultivate interests that transcend the academic sphere. To encourage their children to learn, families also offer them different resources enabling them to search for information, including access to computers and the Internet, periodicals, books, etc.; and they also take them to education-inducing sites, such as libraries, monuments, and camps; and the countryside, so that they recognize different types of flora and fauna, etc. (HiguerasRodríguez and Fernández-Gálvez, 2017). Peebles et al. (2023) identified that parents of gifted children adopted a parenting approach driven by the educational needs of their children, which led to social isolation due to lack of understanding from other parents, and feelings of physical and emotional exhaustion. Some studies, such as those by Matthews et al. (2024), will highlight the fundamental role of mothers of gifted children in providing alternatives to standard formal education when it is not adapted to meet special educational needs. These mothers seek to address five primary deficits: their children’s preferences, academic aspects, concerns about future educational opportunities, satisfaction, and well-being. There is even research (Post, 2024) linking the fundamental role of families of gifted children with the proper development of their resilience skills. The care and nurturing of gifted children can generate significant burden on families, presenting unique challenges that require additional attention and resources. In many instances, gifted children exhibit cognitive and emotional characteristics that demand special attention from their caregivers. Their rapid intellectual development, combined with potential asynchrony in other developmental areas, can create complex situations within the family environment. Affective-intellectual desynchrony, for example, may produce distress in the child due to the disparity between their intellectual capacity and emotional maturity, necessitating careful management by parents. In this regard, one of the primary factors contributing to caregiver burden is the need to provide adequate cognitive stimulation. Parents often find themselves in the position of constantly seeking additional educational resources, specialized programs, and extracurricular activities to meet their children’s intellectual needs. This not only entails a significant time investment but also emotional effort and, in many cases, financial expenditure. The social difficulties that gifted children may experience add another layer of complexity to family care. Parents frequently must assist their children in navigating complex social situations, mediating conflicts with peers, and seeking environments where their children can establish meaningful relationships with intellectual peers. The lack of understanding and support from the traditional educational system can exacerbate family burden. Parents are often compelled to advocate for curricular adaptations and specialized services, which may result in conflicts with educational institutions and require significant time and energy commitments. The results of some studies (Alkhawaldeh, et al., 2023) reveal, among other things, that the concern of parents to seek information and identify the characteristics of gifted children to determine the educational needs of their gifted children, causes them to reorganize their way of education and relationship with the school. In a study conducted by Zanetti et al. (2024) involving 362 mothers of gifted children, it was determined that effective family functioning, which fosters internationalization and externalization, could counteract the socioemotional difficulties faced by these children. It has been demonstrated that parents draw on all kinds of educational and learning resources to create favourable environments to support their children’s development. (Vialle, 2017) Anduli • Revista Andaluza de Ciencias Sociales Nº 27 - 2025 • 6 • Families with gifted children can be overwhelmed by needs arising from raising children with these profiles, often facing situations that parents are unaware of and without professional advice on how to deal with this situation. (Domingo, 1998); they do not receive professional advice about the situation. For this reason, it is necessary to act with these families (provide families with professional services from the school) so that they understand the situation so that they can help the child as much as possible without generating stereotypes that could lead the child to failure (HiguerasRodríguez and Fernández-Gálvez, 2017:153). The main challenge lies, precisely, in the early identification of gifted students, and then, in searches for and the use of the support mechanisms necessary to facilitate their development (Callahan & Hertberg-Davis, 2012). Studies (Souza’s et al,.2023) have shown the importance of providing support and guidance groups for parents of gifted children. The findings also provide suggestions about program design and implementation, as well as information that might benefit professionals to help parents overcome challenges and develop successful strategies in raising their gifted child. Another studies (Bazan et al., 2007), demonstrated the important role that families play in finding extracurricular supports for their gifted children. Families are thus a complement to the school. But many times, the school does not value these contributions from the family of gifted children. Is necessary to give orientation and counselling to the family from the school, integrating the family in the process of diagnosis of giftedness; improving the coordination of family education and school education; informing families about the activities of curriculum adaptation and asking them to collaborate in it; asking parents to participate in enriching activities in the school centre and in the classroom; collaborating with the family in the integration of the children; and also establishing common strategies to take care of the social aspects of these gifted children. At the same time, it is necessary to recognize the essential function of educational complement that families with gifted children bring to regular education (Artils et al., 2005). Yildiz and Altay (2024), in a study on perceived parental attitudes, psychosocial problems and quality of life in parents of gifted children, concluded that parents should be supported and guided in order to help their children. Supporting the families of gifted children generates significant benefits, reducing stress levels through the enhancement of social supports (Casino-García et al., 2024). The objective of this study is to quantify and measure the amount of these curricular activities attended and their impact on the quality of life of families of gifted children compared to families of non-gifted children. Specific objectives: To find out if the fact that families take care of their children’s educational needs has an impact in terms of overload; and to find out if the fact that families take care of their children’s educational needs has an impact on their quality of life. 2. MATERIALS AND METHOD The methodology is an experiment with survey to160 families in Seville: 80 families with gifted children (experimental group) and 80 families with non-gifted children (control group). The analysis is made through control and experimental groups to allow comparison, and above all the differences in terms of overload and quality of life for the families. The methodology is described and developed in the following sections. Artículos • Evaristo Barrera-Algarín, Rocío Martínez-Fernández, Ana Vallejo-Andrada, Teresa Fernández-Reyes • 7 • 2.1. Research design We used an experimental post-test-only control group design (which applies when we can only make post-test observations or measurements) from March 2022 to January 2023. This type of research allows us to work with a control group and an experimental group, which have been previously constructed by means of a random sampling procedure. The model is ideal for our research, since it is plausible in circumstances in which it is not possible to make pretest observations, and therefore we can only make a single post-test measurement. In our study we could only perform a single post-test measurement, and if randomization was possible for the construction of the experimental and control groups. The cross-checking of data and, above all, the comparison with a control sample, ensures that the risks of connection between dependent and independent variables are minimised, as well as ensuring better control of internal consistency. 2.2. Sampling Procedure and Participants The final sample was composed of 80 families with gifted children (experimental group) and 80 families without gifted children (control group) (Table 1). For this reason, two sample selection processes were carried out, one for each group. Table 1. Experimental Group, Control Group and Sample Experimental Group Control Group Total Random µ= 456. µ= 2125. 2581 universe Using Excel, we generated 80 cases from the Universe. Families with children around 11 years old. Using Excel, we generated 3 contexts of extracurricular activities in the city of Seville. 11-year-old participants. Sample N=80 (50%) N=80 (50%) 160 (100%) Families with children with High Intellectual Abilities 80 (100%) 0 (0%) 80 (100%) Fuente: Own elaboration. The experimental group sample selection. It started with a known universe of 2106 subjects from CADIS (Talent and Giftedness promotion Centre) databases; a centre for gifted children in Seville. The sample selection meeting the following eligibility criteria: 1) Families with gifted children, around 11 years old (all participants are between 10 and 12 years old); 2) In order to identify the subjects as “gifted children”, they had passed different diagnosis scales (see Table 2) and tests for the detection of giftedness (all the tests described in Table 2 have been applied to 100% of the children detected with Giftedness at the CADIS Centre); and 3) Children participants in extracurricular activities. The following sample exclusion criteria were subsequently applied: 1) No caregiving family attending to a dependent person and 2) No caregiving families of those with some kind of disability (the last 2 conditions were established so as not to modify the results of the ZARIT Overload scale). After applying these criteria, we were left with an initial sample of 456 subjects, to which we applied a random selection procedure using Excel. We then established the final sample of 80 (17.5% Anduli • Revista Andaluza de Ciencias Sociales Nº 27 - 2025 • 8 • of the initial sample) families in the experimental group. In this group only the mothers of the children wanted to participate (no fathers wished to participate). Table 2. Diagnosis scales and tests for the detection of giftedness Characteristic Measure Reference Psycho-educational development Questionnaire on psycho-educational development of the CADIS Centre for gifted children Fernandez and Sánchez (2010) Detection of gifted children Questionnaire for the detection of gifted children (ages 8-14) Pérez (2006) Clear-thinking ability in children Raven Progressive Matrices CPM Raven, Raven, and Court (1998) Intelligence Wechsler Children’s Intelligence Scale WISC-V Wechsler (2014) Intelligence Kaufman K-BIT Intelligence Brief Scale Kaufman and Kaufman (2004) Intelligence General and Factorial Intelligence IGF-2r Yuste (2018) Memory RIAS Intelligence Scale Memory Subtest Reynolds and Kamphaus (2003) Creative Intelligence CREA Creative Intelligence Test Corbalán and Limiñana (2010) Creativity Children’s Creativity Test, TCI Romo, Alfonso-Benlliure, and Sanchez-Ruiz (2016) Perception Difference perception test CARAS-R Thurstone and Yela (2012) Intelligence Multiple Intelligence Questionnaire Sreenidhi and Helena (2017) Fuente: Own elaboration. The control group sample selection.- The randomness in the control group was established drawing upon a known universe of 2,125 11-year-old children (all participants are between 10 and 12 years old) found in the extracurricular activity databases of the city of Seville meeting the following eligibility criteria: 1) Families without gifted children, and 2) Children listed as participants in extracurricular activities by the City of Seville. The following sample exclusion criteria were subsequently applied: A) No caregiving families of dependent persons and B) no caregiving families of those with some kind of disability (the last 2 conditions were established so as not to modify the results of the ZARIT Overload scale). After applying these criteria, we were left with an initial sample of 1,956 subjects, to which we applied a random selection procedure using Excel Software. We then established a final sample of 80 (4.1% if initial sample) families in the control group. In this group only the mothers of the children wanted to participate (no fathers wished to participate). With the 160 families in the final sample (80 from the experimental group and 80 from the control group) we conducted meeting to complete surveys with the main caregiver (the mother, or the person who spends the most time facilitating their child’s extracurricular activities). These meetings began with the signing of a permission document for participation in the study. Finally, the questionnaires and scales described below were administered for an average time of one hour. Artículos • Evaristo Barrera-Algarín, Rocío Martínez-Fernández, Ana Vallejo-Andrada, Teresa Fernández-Reyes • 9 • This sample of 160 families (distributed in two groups of 80, according to control group and experimental group), perhaps could not have been taken from other parts of the Autonomous Community of Andalusia or other parts of Spain, mainly because of the difficulty of access by the research groups to families and children with giftedness. Furthermore, it should be added that the subjects of the sample (experimental group and its reference universe), and above all that their giftedness was identified and assessed in a methodologically competent manner, made the designation of this sample in the city of Seville necessary. The study was carried out in accordance with the Code of Ethics for Social Work and the International Federation of Social Workers, and Organic Law 3/2018 of 5 December on the Protection of Personal Data and Guarantee of Digital Rights (Spain). Additionally, we acquired informed consent from the participants; both the subjects of the sample and the institutions and professionals involved: Universidad de Pablo de Olavide and the CADIS centre for gifted children (It is a centre that offers guidance, help and counselling to gifted children and their families. It also offers specialized after-school programs). 2.3. Measures Three ad hoc instruments are designed to measure some important variables. First, the specification of the weekly numbers of hours dedicated to extracurricular activities. Second, the funds that the family dedicates to extracurricular activities monthly. And third, the assignation of leisure and free time of the main caregiver (mother): for this purpose, a grid sheet from the “2015 Sports Habits Survey” (Ministry of Education, Culture and Sport, 2015) was applied. This survey analysed the use of free and leisure time by Spaniards to find out how much time they devote to athletic activities. These areas obtained a reliability between .701 and .952. Analysis of the mother’s Quality of Life. (No fathers wished to participate). The GENCAT Scale was used for this purpose. The construction and validation of the GENCAT Scale was carried out using the multidimensional model proposed by Schalock and colleagues (Verdugo et al., 2007). Thus, the scale provides valid and reliable scores for the eight dimensions: emotional well-being, physical well-being, material well-being, self-determination, personal development, social inclusion, interpersonal relations, and rights (this dimension measures whether a person considers him or herself to be equal to other people, to be treated equally, to have his or her way of being, opinions, desires, privacy, human rights respected. The indicators used to evaluate this dimension are Intimacy, Respect, Knowledge and Exercise of rights.), as well as a global Quality of Life index. The internal consistency coefficient found for the total scale was .916, with reliability between .614 and .914, according to the dimensions (Verdugo et al., 2007). In our study a Conbach’s Alpha of .861 was obtained. ZARIT overload scale. Although the instrument is more popular for measuring overloads affecting people who are assisting dependent, elderly people, it has also been used to measure overloads impacting people with children that needs special attentions (Barrera, et al., 2013; Pedraza, et al., 2013; Seguí, et al., 2008). The scale can be applied to different profiles of subjects, who may or may not be working, and who are caregivers of a child (or several children) and/or also of elderly people, people with disabilities, etc. In general terms it has an internal consistency of .910 and a test-retest reliability of .860 (Barrera et al., 2013). In our reliability test with Conbach’s Alpha, we reached .892. Anduli • Revista Andaluza de Ciencias Sociales Nº 27 - 2025 • 16 • their gifted children in a healthy and balanced manner, promoting both the child’s potential development and overall family well-being. For future studies, conducting interviews with participants would help to say definitively that extracurriculars are the cause of overload, and/or if families feel this way, asking parents if they claim to enrol their children in extracurriculars because the current educational system does not meet their children’s needs. It would also be interesting to include fathers, and not only mothers. Furthermore, it would be necessary to extend the study to samples with similar characteristics and the same methodology in more Spanish contexts and cities, to consider regional differences and their distinct regulations and legislation. It would be of utmost interest to conduct comparisons with other European regions and the international community in general. From our research work, we believe that new avenues of research can be opened, for example, it would be opportune to carry out an extensive study applying the same instruments to a greater number of cases, in order to validate its hypothesis. For example, by making comparisons with samples from different regions and countries. It would also be valuable to link paternal figures (comparative) to look at family overload correlations by gender. Perhaps we can find significant differences in overload and Quality of Life, which affect fathers and mothers differently, perhaps because of different lifestyles, different perceptions or different types of social support that each one has depending on their life, work and gender. Likewise, it would be interesting to investigate the existing family care services to help families of gifted children. And from here, to detect elements of improvement and to be able to make technical and professional proposals to improve the services. The data obtained in this research can be an element of reflection and improvement in the care of gifted children and especially in the identification of the needs of their parents. Until now, this field has been poorly explored and has not been worked on by schools and family care services. Although the attention to gifted children presents important deficits in general, if we also consider their families, they lack the necessary support and attention. Based on the conclusions described above, we can make some considerations of practical use. Sometimes, the professionals focus only on school contexts, and on how students can perform better and better in these contexts, leaving families in the background. In this sense, the family’s comprehensive well-being, encompassing social and economic aspects, is frequently neglected. Given the significant levels of parental burden and its detrimental effects on family quality of life, as highlighted in our research, a more nuanced intervention strategy is required. A collaborative, multidisciplinary approach, involving schools, families, community resources, social services, and other relevant professionals, is essential to provide holistic support to these families and their gifted children. This approach should focus on addressing the unique needs of these families, including economic support, respite care, and strategies for managing overload. We must improve and expand the possibilities of working with families beyond the educational context itself, so that we can solve or at least soften the impact that certain problems have on the families of gifted children. It can be of vital importance the connection between the different professionals involved and working with families; psychologists, educators, pedagogues, counsellors, lawyers, social workers... and the different protection systems in order to achieve better results and higher levels of welfare in the families of gifted children. Artículos • Evaristo Barrera-Algarín, Rocío Martínez-Fernández, Ana Vallejo-Andrada, Teresa Fernández-Reyes • 17 • It will be essential in the coming years to implement better defined protection plans and systems focused on giftedness, to overcome the obstacles and difficulties that the current system causes to these families and their children. CONFLICTS OF INTEREST There are no conflicts of interest on the part of the research group. FINANCING Contribution of infrastructure and research logistics from the Official Research Group PAIDI Sej-608 of the University Pablo de Olavide and from the CADIS Chair of High Capacities of the University Pablo de Olavide. AUTHORS CONTRIBUTIONS Evaristo Barrera Algarín: Research design, instrument design, fieldwork implementation, data analysis, results elaboration, conclusions establishment, drafting of the research report and article. Rocío Martínez Fernández: Fieldwork implementation, data analysis, results elaboration, conclusions establishment, contribution to the drafting of the research report and article. Ana Vallejo Andrada: Fieldwork implementation, data analysis, results elaboration, conclusions establishment, contribution to the drafting of the research report and article. Teresa Fernández Reyes: Fieldwork implementation, data analysis, results elaboration, conclusions establishment, contribution to the drafting of the research report and article. REFERENCES Agudo, N. (2017). A student with high abilities in my classroom, Now what? Revista Nacional e Internacional de Educación Inclusiva, 10, 265-277. Alencar, E. (2008). Social-emotional difficulties of the student with high abilities. 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Es un artículo publicado en acceso abierto bajo los términos y condiciones de la licencia “Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional” Artículos • Evaristo Barrera-Algarín, Rocío Martínez-Fernández, Ana Vallejo-Andrada, Teresa Fernández-Reyes • 23 • Anexo: Cuestionario de Altas Capacidades utilizado en la investigación 1 Entrevistador/a Nº de cuestionario Fecha Buenas tardes; El cuestionario que le proponemos forma parte de una investigación llevada a cabo por el grupo de investigación oficial PAIDI Sej-608 en Trabajo Social y Nuevas Tecnologías para la Intervención Social (GITTEC) de la Universidad Pablo de Olavide de Sevilla, cuya finalidad es analizar el impacto de las actividades extraescolares realizadas por los menores. Toda la información que suministre será tratada de forma anónima y confidencial bajo la Ley de calidad y uso de los datos estarán de conformidad con la Ley 15/1999 de Protección de Datos Gracias por su colaboración. ¿Es usted responsable del cuidado de alguna persona dependiente? SÍ NO ¿Es usted madre/padre de algún hijo/a con Altas Capacidades? SÍ NO ¿Y con algún tipo de diversidad funcional? SÍ NO *En el caso de haber contestado “no” a todas las preguntas anteriores, continúe el cuestionario con normalidad. Si por el contrario en alguna de las preguntas ha contestado “sí”, pídale información a quien le haya entregado el cuestionario. Anduli • Revista Andaluza de Ciencias Sociales Nº 27 - 2025 • 24 • 2 Entrevistador/a Nº de cuestionario Fecha 1. Complete esta tabla con el horario semanal del/la menor incluyendo todas las actividades extraescolares a las que acude con normalidad. Horario Lunes Martes Miércoles Jueves Viernes SábadoDomingo 09:0014:00 Horario escolar 14:0015:00 15:0016:00 16:0017:00 17:0018:00 18:0019:00 20:0021:00 Observaciones (p.e.: si tiene una actividad extraescolar cada 15 días, o si esporádicamente acude a algún evento relacionado con las actividades extraescolares como, por ejemplo, a un encuentro de un club de lectura, competiciones deportivas, etc.): ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Artículos • Evaristo Barrera-Algarín, Rocío Martínez-Fernández, Ana Vallejo-Andrada, Teresa Fernández-Reyes • 25 • 3 2. Las actividades extraescolares a las que acude su hijo/a con normalidad, ¿requieren algún tipo de preparación previa?) P. e., si acude a clases extraescolares de algún idioma y lleva deberes para casa o tiene que preparar exámenes). ¿Cuántas horas aproximadamente dedica el/la menor a estas tareas? o Menos de 1 hora semanal o De 1 a 2 horas semanales o De 2 a 4 horas semanales o De 4 a 8 horas semanales o Más de 8 horas semanales, ¿cuántas?: _________________ o Otros ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. ¿Qué tiempo dedica semanalmente al desplazamiento desde un lugar a otro para llevar a su hijo/a de una actividad extraescolar a otra o desde su casa?? o Menos de 1 hora semanalmente o De 1 a 2 horas semanalmente o Más de 2 horas semanalmente, ¿cuántas? _______________ 4. ¿Cuál es el coste total aproximado dedicado a las actividades extraescolares de su hijo/a? (Incluyendo material, transporte, equipamiento, mensualidad, etc.). 4.1. Material y equipamiento (ropa, utensilios, libros, etc.) o Menos de 100€ mensuales o Entre 101 y 150€ mensuales o Entre 151 y 200€ mensuales o Entre 201 y 250€ mensuales o Más de 251€ mensuales, ¿cuánto? _______________ Anduli • Revista Andaluza de Ciencias Sociales Nº 27 - 2025 • 32 • 10 Entrevistador/a Nº de cuestionario Fecha 2. A diferencia de cómo ha respondido en la anterior pregunta, marque con una X donde considere en función de cómo le gustaría emplear a usted su tiempo libre y de ocio normalmente. Tipo de actividad Todos los días 2-3 veces/semana 1 vez/semana Con menos frecuencia Vacaciones Estar con la familia Ver televisión Pasear Estar con amigos/as Escuchar música Leer libros, revistas Oír la radio Ir de compras a centros comerciales Ir al cine Salir al campo, ir de excursión Ver deporte Ir de copas Hacer deporte Ocio digital (*) Salir con mi pareja No hacer nada Ir a bailar Hacer trabajos manuales Ocuparse del jardín Ir a actos culturales Ir a conciertos Ir a establecimientos de comida rápida Ir al teatro Ir a alguna asociación o club Tocar un instrumento Ir a reuniones políticas Otras (indicar cuáles) (*) La categoría “ocio digital” corresponde a la suma lógica de las actividades: navegar por Internet, uso de redes sociales (WhatsApp, Facebook) y otros similares. Artículos • Evaristo Barrera-Algarín, Rocío Martínez-Fernández, Ana Vallejo-Andrada, Teresa Fernández-Reyes • 33 • 11 Entrevistador/a Nº de cuestionario Fecha 1. A continuación, marque con una X en la casilla que mejor responda a cada una de las siguientes cuestiones: Nunca Rara vez Algunas veces Bastante s veces Casi siempre 1 ¿Piensa que su hijo/a le pide más ayuda de la que realmente necesita? 2 ¿Piensa que debido al tiempo que dedica a su hijo/a no tiene suficiente tiempo para usted? 3 ¿Se siente agobiado/a por intentar compatibilizar el cuidado de su hijo/a con otras responsabilidades (trabajo, familia)? 4 ¿Siente vergüenza por la conducta de su hijo/a? 5 ¿Se siente enfadado/a cuando está cerca de su hijo/a? 6 ¿Piensa que el cuidar de su hijo/a afecta negativamente la relación que usted tiene con otros miembros de su familia? 7 ¿Tiene miedo por el futuro de su hijo/a? 8 ¿Piensa que su hijo/a depende de usted? 9 ¿Se siente tenso/a cuando está cerca de su hijo/a? 10 ¿Piensa que su salud ha empeorado debido a tener que cuidar de su hijo/a? 11 ¿Piensa que no tiene tanta intimidad como le gustaría debido a tener que cuidar de su hijo/a? 12 ¿Piensa que su vida social se ha visto afectada negativamente por tener que cuidar de su familiar? 13 ¿Se siente incómodo/a por distanciarse de sus amistades debido a tener que cuidar de su hijo/a? 14 ¿Piensa que su hijo/a le considera a usted la única persona que le puede cuidar? 15 ¿Piensa que no tiene suficientes ingresos económicos para los gastos de cuidar a su hijo/a, además de sus otros gastos? 16 ¿Piensa que no será capaz de cuidar a su hijo/a por mucho más tiempo? 17 ¿Siente que ha perdido el control de su vida desde que conoce la situación de su hijo/a? 18 ¿Desearía poder dejar el cuidado de su hijo/a a otra persona? 19 ¿Se siente indeciso/a sobre qué hacer con su hijo/a? 20 ¿Piensa que debería hacer más por su hijo/a? 21 ¿Piensa que podría cuidar mejor a su hijo/a? 22 En general/normalmente, ¿qué grado de “carga” experimenta por el hecho de cuidar a su hijo/a?