A Comparative Study of Perfectionism, Cognitive Mindset, Constructive Thinking, and Emotional Intelligence among Gifted Students According to Grade and Gender

The study aimed to compare the differences among gifted students of different grades and genders concerning perfectionism, cognitive mindset, constructive thinking, and emotional intelligence.

This study adopted the investigation survey design.

A total of 908 gifted children in grades three through six comprising 549 boys and 359 girls selected randomly from twenty-five public elementary schools in thirteen cities in Taiwan were picked for the study.

The t-test and analysis of variance procedures were used in the study to examine the data from the four scales.

The study found four conclusions.

Firstly, on some perfectionism subscales, gifted students of different grades and genders performed quite differently.

Second, there were observable variations between grades in the cognitive mindset of exceptional students.

Thirdly, there was a significant difference between gifted pupils in different grades in the distrust-of-others subscale of the constructive-thinking scale.

Finally, there was a substantial difference in introversion, interpersonal relationships, and mood among gifted students of different genders.

The study suggested that gifted educators need to be concerned about the fear of mistakes, socially described perfectionism, other-oriented perfectionism, highly critical thinking, a fixed mindset, mistrusting others, and interpersonal relationships of gifted pupils of different grades or genders and provide suitable consultation.