Predicting academic resilience in gifted students based on hidden anxiety, dimensions of perfectionism and perception of classroom environment

Tavakoli, Zahra; Ebrahimi, Sara; Ahmadi, Somayeh

مجله رویش روا‌ن‌شناسی از دادن گواهی‌های کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.

year 13, Issue 10 (Winter 2024-2025 2024) Rooyesh 2024, 13(10): 221-230 | Back to browse issues page

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Tavakoli Z, Ebrahimi S, Ahmadi S. (2024). Predicting academic resilience in gifted students based on hidden anxiety, dimensions of perfectionism and perception of classroom environment. Rooyesh. 13(10), 221-230.
URL: http://frooyesh.ir/article-1-5549-en.html

Predicting academic resilience in gifted students based on hidden anxiety, dimensions of perfectionism and perception of classroom environment

Zahra Tavakoli¹

, Sara Ebrahimi ^*²

, Somayeh Ahmadi³

1- M. A. in Psychology and Education of Exceptional Children, Islamic Azad University, Science and Research Branch, Tehran, Iran.
2- Assistant Professor, Faculty member of Organization for Educational Research and Planning (OERP), Tehran, Iran. , sa_ebrahimi@sbu.ac.ir
3- Assistant Professor of Rasam Higher Education Institute, Karaj, Iran.

Abstract: (348 Views)

The present research aimed to predict academic resilience in gifted students based on hidden anxiety, dimensions of perfectionism, and perception of the classroom environment. This research method was a descriptive correlation. The statistical population of research included all gifted girl students in the second year of high school in Tehran in the academic year 1402-1403 and 214 individuals were selected as samples using convenience sampling. The research tools included the Multidimensional Perfectionism Scale (MPS, Hewitt & Flett, 1991), Classroom Learning Environment Questionnaire (CLEQ, McGhee et al., 2007), Academic Resilience Inventory (ARI, Samuels, 2004) & State-Trait Anxiety Inventory (STAI, Speilberger et al., 1970). Data were analyzed using Pearson's correlation test and multiple regression. The findings showed that dimensions of perfectionism and hidden anxiety have a negative and significant relationship with academic resilience and perception of the classroom environment has a positive and significant relationship with academic resilience (p<0.01). Also, %43 of the variance of academic resilience was accounted for by the other-oriented & social-oriented dimensions of perfectionism, hidden anxiety & perception of the classroom environment, & hidden anxiety has the largest contribution to the prediction of academic resilience (p<0.05). It can be concluded that other-oriented & social-oriented perfectionism, hidden anxiety & perception of the classroom environment play a key role in gifted student's academic resilience, and it is necessary to pay attention to these factors in interaction with each other in intervention programs designed to increase gifted student's academic resilience.

Keywords: Dimensions of Perfectionism, Academic Resilience, Hidden Anxiety, Perception of Classroom Environment.

Full-Text [PDF 536 kb] (169 Downloads)

Type of Article: Research | Subject: Educational Psychology
Received: 2024/07/29 | Accepted: 2024/10/19 | ePublished: 2024/12/30