احمد عابدی

This study aimed to investigate the impact of sensory processing sensitivity on emotional dysregulation in gifted students, examining the mediating role of anxiety sensitivity in this relationship. The research employed a descriptive correlational design, involving a sample of 390 gifted secondary school students from Isfahan city, selected based on Morgan and Krejcie’s sampling table. Participants completed three validated Likert-based instruments: the Highly Sensitive Person Scale (HSPS), the Anxiety Sensitivity Index-3 (ASI-3), and the Difficulties in Emotion Regulation Scale (DERS). Data analysis was conducted using SPSS-27 for descriptive statistics and Pearson correlation analysis, and AMOS-21 for structural equation modeling (SEM) to assess direct, indirect, and total effects among the variables. Model fit was evaluated using standard indices including RMSEA, CFI, TLI, and GFI. Pearson correlation coefficients indicated significant positive relationships between sensory processing sensitivity, anxiety sensitivity, and emotional dysregulation (r = .56 to .67, p < .001). The SEM results showed that sensory processing sensitivity had a significant direct effect on emotional dysregulation (β = .42, p < .001), and on anxiety sensitivity (β = .56, p < .001). Anxiety sensitivity also directly predicted emotional dysregulation (β = .49, p < .001). Importantly, anxiety sensitivity partially mediated the relationship between sensory processing sensitivity and emotional dysregulation, with a significant indirect effect (β = .28, p < .001). The model demonstrated excellent fit indices (CFI = .96, RMSEA = .052, χ²/df = 2.07). The findings underscore the importance of recognizing and addressing anxiety sensitivity as a key psychological mechanism linking sensory traits and emotional dysregulation in gifted youth. Interventions that integrate emotional regulation and sensitivity awareness may enhance educational and psychological outcomes for this population.

Gifted children, recognized for their exceptional intellectual abilities and advanced cognitive skills, often face unique challenges and opportunities in their social development. This letter aims to shed light on these complexities, exploring the factors that influence the social skills of gifted children and suggesting strategies for supporting their social growth. Continued research is vital to understand better the social development of gifted children and the effectiveness of various interventions. Studies focusing on diverse populations and contexts can provide insights into how different factors influence social outcomes. By building a robust evidence base, educators, parents, and policymakers can develop more effective strategies to support the social development of gifted children. The social development of gifted children is a multifaceted issue that requires a nuanced understanding of their unique challenges and opportunities. While gifted children may face difficulties in peer acceptance and social-emotional adjustment, they also possess advanced social skills and problem-solving abilities that can be harnessed to promote positive social interactions. Educators and parents play a crucial role in providing the support and interventions needed to nurture these skills. By adopting an equity-focused approach and implementing innovative strategies, we can ensure that gifted children thrive both socially and academically.

This study aimed to evaluate the effectiveness of Motivational Interviewing (MI) in enhancing extracurricular involvement and emotional self-efficacy among individuals with learning disabilities. A randomized controlled trial was conducted with 30 participants diagnosed with learning disabilities. Participants were randomly assigned to an intervention group (n = 15) receiving eight 90-minute sessions of MI or a control group (n = 15) receiving no intervention. Assessments were conducted at baseline, post-intervention, and at a five-month follow-up using the Student Engagement in Extracurricular Activities Scale (SEAS) and the Emotional Self-Efficacy Scale (ESES). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27. The intervention group showed significant improvements in extracurricular involvement (baseline mean = 25.67, SD = 3.12; post-intervention mean = 35.78, SD = 4.23; follow-up mean = 34.45, SD = 4.01) compared to the control group (baseline mean = 24.89, SD = 3.24; post-intervention mean = 25.12, SD = 3.30; follow-up mean = 25.05, SD = 3.28). Similarly, emotional self-efficacy scores significantly increased in the intervention group (baseline mean = 55.34, SD = 6.45; post-intervention mean = 68.23, SD = 7.01; follow-up mean = 66.45, SD = 6.78) compared to the control group (baseline mean = 54.78, SD = 6.51; post-intervention mean = 55.23, SD = 6.63; follow-up mean = 54.90, SD = 6.52). The ANOVA results indicated significant main effects of group and time, and significant interactions between time and group for both variables (p < .001). Motivational Interviewing significantly enhances extracurricular involvement and emotional self-efficacy among individuals with learning disabilities. These findings suggest that MI is an effective intervention for improving participation and emotional skills in this population.