When Talent Works Hard: Psychosocial Perceptions Predict Academic Engagement in Gifted Students

Abstract

This study examined the role of psychosocial perceptions in predicting academic engagement in a sample of 254 gifted adolescents. Three hierarchical linear regressions were performed to examine if, and to what extent, gifted students’ psychosocial perceptions (i.e., hope, academic self-efficacy, academic self-concept, academic motivation, and school belonging) predict their academic (i.e., behavioral, emotional, and intellectual) engagement. After controlling for demographics and previous achievement, psychosocial perceptions accounted for a meaningful amount of variance (i.e., 17.2% to 62.9%) of academic engagement. In general, academic motivation and academic self-efficacy were the most important predictors. These findings indicate that gifted students with certain psychosocial perceptions are more likely to holistically engage with their academic program, and as a result, are more likely to develop their academic talents. These results shed light on psychosocial perceptions as an important part of the academic talent development process for gifted students and have implications for gifted education.