Özel Yetenekli Öğrencilerin Psikolojik Sağlamlık, Öz-Yeterlik ve Algılanan Sosyal Destek Düzeylerinin İncelenmesi

Abstract

Introduction: This research aimed to analyze the levels of psychological resilience in terms of different variables, self-efficacy, and perceived social support among gifted students, investigate the relationships between these variables, and examine the predictive power of self-efficacy and perceived social support on psychological resilience. Method: The study involved 232 gifted middle school students from six different Science and Art Centers in Turkey. Participants completed the Demographic Information Form, Child and Adolescence Resilience Scale, Self-Efficacy Scale for Children, and Social Support Evaluation Scale for Children and Adolescents. Findings: The findings revealed significant differences in psychological resilience scores based on gender, grade, and participation in social/sportive activities. Positive relationships were observed among psychological resilience, emotional self-efficacy, academic self-efficacy, social self-efficacy, total self-efficacy, perceived social support from family, peers, and teachers, and total perceived social support. Self-efficacy and perceived social support were identified as significant predictors of psychological resilience in gifted students. Discussion: Enhancing the levels of self-efficacy and perceived social support, as well as promoting participation in social/sportive activities, can contribute to the psychological resilience of gifted students. There is a positive relationship between self-efficacy, perceived social support, and psychological resilience in gifted students. As the levels of self-efficacy and perceived social support increase, the psychological resilience of gifted students also increases.