Socioaffective factors related to engagement in regular classes of academically gifted adolescent students in Taiwan

Abstract

Academically gifted adolescent students (N = 213) at 10 junior high schools in Taoyuan, Taiwan, completed a survey to examine the socioaffective factors associated with their engagement in regular classes. Structural equation modeling was performed for inferential statistical analysis. The results show that the students' emotional intelligence was associated with their engagement in regular classes. In addition, teacher–student and peer relationships mediated the relationship between students' emotional intelligence and engagement. Therefore, emotional competencies and interpersonal relationships may play a crucial role in promoting academically gifted adolescent students' engagement in regular classes.