Abstract
This research aims to fill a gap in the literature by examining the future orientations and expectations of gifted students. It specifically investigates the relationships among school hindrances, skill development, school innovativeness (SI), and future life direction. The analyses were conducted using data from 958 students. The study employs a cross-sectional survey design utilizing quantitative research methods. The research identified four direct effects and one indirect effect. Skill development at BILSEMs significantly enhances gifted students’ perceptions by directly influencing SI and future life direction. In addition, school hindrances have a moderate and negative significant impact on skill development at BILSEMs. There is also a low-level significant effect of SI as a mediator between skill development at BILSEMs and future life direction. It can be concluded that SI positively and significantly predicts the future life direction of gifted students at BILSEMs. This study indicates that skill development for gifted students at BILSEMs can be hindered by certain educational obstacles. However, in educational environments where such obstacles are minimized, gifted students exhibit substantial potential to develop skills and shape their future.
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