The Ability Model of emotional intelligence in mothers of children with learning disabilities

The Ability Model of emotional intelligence provides a theoretical framework for understanding psychological well-being. This model conceptualises emotional intelligence as a set of abilities rather than traits. Specifically, it encompasses the capacity to perceive, use, understand, and manage emotions, which is particularly relevant for populations facing unique challenges, such as mothers of children with learning disabilities. This study explores the relationship between emotional intelligence and psychological well-being within this population. A survey was administered to mothers, assessing their emotional intelligence and psychological well-being through a structured questionnaire. Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed to test the hypotheses. The findings confirm that emotional intelligence plays a significant role in both positive and negative dimensions of psychological well-being among mothers of children with learning disabilities. Higher emotional intelligence is associated with better psychological outcomes, reflected in lower levels of negative traits and higher levels of positive traits. In conclusion, this study highlights that emotional intelligence is significantly linked to both positive and negative aspects of psychological well-being in this group. The results demonstrate that higher emotional intelligence is associated with enhanced positive wellbeing and reduced negative psychological experiences, underscoring its protective and adaptive role in high-stress caregiving contexts. By facilitating effective emotional regulation, emotional awareness, and adaptive coping strategies, emotional intelligence contributes to mothers’ psychological resilience and overall mental health.