The Prevalent Parenting Styles of Gifted Students at Ajloun Governorate

Abstract

Parenting styles of gifted students have a crucial role in shaping their educational and psychological experiences. Gifted children often possess skills and abilities that surpass their peers, which require special educational needs. Parenting styles vary from continuous support to fostering independence, impacting how these children develop their skills and potential. In this context, it is important to understand how parents and educators can work together to provide a learning environment that enhances the abilities of these students and helps them face the challenges they may encounter. This study examined the prevalent parenting styles of gifted students at Ajloun Governorate. The population and sample included all students learning at King Abdullah II School of Excellence at Ajloun Governorate, totaling (359) students. For data collection, the researchers employed the descriptive analytical design, by using a (32) items parenting styles scale distributing on four domains (Acceptance and attention, democracy, encouragement and reward, overprotection). The results found a high level of the prevalent parenting styles of gifted students; encouragement and reward ranked first (M = 4.25) with a very high level; then acceptance and attention with a high level (M = 4.18); democracy (M = 4.01) with a high level; and finally, overprotection (M = 2.52) with a low level. The study also found no statistically significant differences in the prevalent parenting styles of gifted students due to gender in all domains. The study recommended providing more counseling and training services for gifted students parents in order to develop their positive perception concerning the importance of the prevalent parenting styles and their effect on their gifted children.