Investigation of the relationship between gifted students' attitudes to collaborative learning and their  perfectionist structure

DOĞAN, Şefika; YILMAZ, Şirin

doi:10.17478/jegys.1325115

Cited by 1 publication

(1 citation statement)

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“…Yet, their heightened sensitivity and perfectionist tendencies, spanning mental, psychomotor, emotional, and sensory dimensions, can sometimes hinder their personal communication and social interactions [ 7 , 8 ]. These gifted individuals, often characterized by unique thinking patterns, a penchant for questioning, and the ability to provide innovative solutions, hold great importance for the advancement of societies [ 9 ]. Notably, talent, manifesting in mental, musical, artistic, physical, and social realms, often accompanies high intelligence levels [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Unraveling symptom interplay: a network analysis of procrastination in gifted students

Bagheri,

Farahani,

Watson

et al. 2024

BMC Psychol

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Background This study explores the intricate web of symptoms experienced by academically gifted high school students, focusing on procrastination, rumination, perfectionism, and cognitive flexibility. The well-being of these gifted adolescents remains a pivotal concern, and understanding the dynamics of these symptoms is vital. Methods A diverse sample of 207 academically gifted high school students from Mashhad, Iran, participated in this study. Using convenience sampling, participants from grades 10, 11, and 12 were included, with detailed assessments conducted through questionnaires measuring the mentioned symptoms. Results Our network analysis uncovers compelling insights into the interplay of these symptoms: Procrastination, though moderately central, exerts significant influence within the network, underscoring its relevance. Cognitive flexibility, while centrally positioned, curiously exhibits a negative influence, potentially serving as a protective factor. Negative perfectionism emerges as the keystone symptom, with both high centrality and a positive influence. Rumination displays substantial centrality and a positive influence, indicating its role in symptom exacerbation. Positive perfectionism, moderately central, lacks direct influence on other symptoms. Conclusion This network analysis provides a nuanced understanding of the relationships among procrastination, rumination, perfectionism, and cognitive flexibility in academically gifted adolescents. Negative perfectionism and cognitive flexibility emerge as critical factors deserving attention in interventions aimed at enhancing the well-being of this unique group. Further research should explore causal relationships to refine targeted interventions.

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Section: Introductionmentioning

confidence: 99%