Reducing Perfectionism and Enhancing Self-Worth: The Role of Self-Efficacy Training in Gifted Adolescents

This study aimed to evaluate the effectiveness of self-efficacy training in reducing perfectionism and enhancing self-worth among gifted high school students. A randomized controlled trial design was employed with ۴۰ gifted high school students randomly assigned to either an intervention group (n = ۲۰) or a control group (n = ۲۰). The intervention group participated in an eight-session self-efficacy training program, while the control group received no intervention. Both groups were assessed at baseline, immediately post-intervention, and at a four-month follow-up. Perfectionism and self-worth were measured using validated scales. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. The intervention group showed a significant reduction in perfectionism scores from baseline (M = ۷۲.۴۵, SD = ۵.۲۸) to post-intervention (M = ۶۴.۳۲, SD = ۶.۱۵) and follow-up (M = ۶۶.۸۹, SD = ۵.۹۲) compared to the control group, which showed no significant change. Similarly, self-worth scores in the intervention group increased significantly from baseline (M = ۳۲.۱۹, SD = ۴.۱۵) to post-intervention (M = ۳۸.۴۵, SD = ۳.۹۲) and follow-up (M = ۳۶.۹۸, SD = ۴.۲۰), whereas the control group showed no significant change. The ANOVA results indicated significant main effects of time (F(۲, ۷۶) = ۲۷.۱۲, p < .۰۰۱) and group (F(۱, ۷۶) = ۱۰۲.۹۵, p < .۰۰۱) for perfectionism, and time (F(۲, ۷۶) = ۲۴.۶۵, p < .۰۰۱) and group (F(۱, ۷۶) = ۱۱۱.۳۰, p < .۰۰۱) for self-worth, with significant interaction effects for both variables. Self-efficacy training is effective in reducing perfectionism and enhancing self-worth among gifted high school students. The positive effects were maintained at a four-month follow-up, suggesting the potential long-term benefits of such interventions in this population. This study aimed to evaluate the effectiveness of self-efficacy training in reducing perfectionism and enhancing self-worth among gifted high school students. A randomized controlled trial design was employed with ۴۰ gifted high school students randomly assigned to either an intervention group (n = ۲۰) or a control group (n = ۲۰). The intervention group participated in an eight-session self-efficacy training program, while the control group received no intervention. Both groups were assessed at baseline, immediately post-intervention, and at a four-month follow-up. Perfectionism and self-worth were measured using validated scales. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. The intervention group showed a significant reduction in perfectionism scores from baseline (M = ۷۲.۴۵, SD = ۵.۲۸) to post-intervention (M = ۶۴.۳۲, SD = ۶.۱۵) and follow-up (M = ۶۶.۸۹, SD = ۵.۹۲) compared to the control group, which showed no significant change. Similarly, self-worth scores in the intervention group increased significantly from baseline (M = ۳۲.۱۹, SD = ۴.۱۵) to post-intervention (M = ۳۸.۴۵, SD = ۳.۹۲) and follow-up (M = ۳۶.۹۸, SD = ۴.۲۰), whereas the control group showed no significant change. The ANOVA results indicated significant main effects of time (F(۲, ۷۶) = ۲۷.۱۲, p < .۰۰۱) and group (F(۱, ۷۶) = ۱۰۲.۹۵, p < .۰۰۱) for perfectionism, and time (F(۲, ۷۶) = ۲۴.۶۵, p < .۰۰۱) and group (F(۱, ۷۶) = ۱۱۱.۳۰, p < .۰۰۱) for self-worth, with significant interaction effects for both variables. Self-efficacy training is effective in reducing perfectionism and enhancing self-worth among gifted high school students. The positive effects were maintained at a four-month follow-up, suggesting the potential long-term benefits of such interventions in this population.

کلیدواژه ها:

Gifted students ، self-efficacy ، perfectionism ، self-worth ، randomized controlled trial ، intervention ، high school students