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Abstract

This research examines the direct and indirect (via competence needs satisfaction) associations of relatedness to mother, father, teacher, friends, and classmates to behavioral and cognitive engagement in science among 305 gifted primary school students (M_age = 8.32; SD_age = 1.37) in Hong Kong. Results of path analysis showed that relatedness to teacher and classmates was linked to greater competence needs satisfaction and science engagement dimensions. Competence needs satisfaction was linked to higher science engagement dimensions. Further, both relatedness dimensions had indirect associations with science engagement via competence needs satisfaction. Our research highlights the potential academic rewards of forging meaningful social ties between teachers, gifted learners, and their peers in school contexts.

Keywords

competence needs gifted students relatedness science engagement

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The Academic Benefits of Social Connections: Relatedness,Competence Needs Satisfaction,and Science Engagement among Hong Kong Gifted Children

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