The Relationship of Responsibility, Self-Esteem, and Peer Interaction with Perceived Social Competence in Gifted Students

The present study was conducted to investigate the relationship between responsibility, self-esteem, and peer interaction with perceived social competence among gifted students. The statistical sample consisted of ۱۶۹ gifted male middle school students who were selected through purposive sampling. Data were collected using the Responsibility Questionnaire, Self-Esteem Questionnaire, Peer Interaction Questionnaire, and Perceived Social Competence Questionnaire. Responsibility, self-esteem, and peer interaction were significantly associated with the perceived social competence of gifted students. Furthermore, responsibility and self-esteem had direct effects, whereas peer interaction had an indirect effect on the perceived social competence of these students. These findings may be useful in designing educational and counseling programs aimed at enhancing the social competence of gifted students. Considering the importance of social competence in the academic success and overall life outcomes of gifted students, the present study examined the role of cognitive, emotional, and social factors in this domain. The findings of this study may contribute to the development of effective strategies for improving the social competence of gifted students. The present study was conducted to investigate the relationship between responsibility, self-esteem, and peer interaction with perceived social competence among gifted students. The statistical sample consisted of ۱۶۹ gifted male middle school students who were selected through purposive sampling. Data were collected using the Responsibility Questionnaire, Self-Esteem Questionnaire, Peer Interaction Questionnaire, and Perceived Social Competence Questionnaire. Responsibility, self-esteem, and peer interaction were significantly associated with the perceived social competence of gifted students. Furthermore, responsibility and self-esteem had direct effects, whereas peer interaction had an indirect effect on the perceived social competence of these students. These findings may be useful in designing educational and counseling programs aimed at enhancing the social competence of gifted students. Considering the importance of social competence in the academic success and overall life outcomes of gifted students, the present study examined the role of cognitive, emotional, and social factors in this domain. The findings of this study may contribute to the development of effective strategies for improving the social competence of gifted students.

کلیدواژه ها:

responsibility ، self-esteem ، peer interaction ، perceived social competence ، gifted students