The structural relationships of parental attachment, peer attachment, teacher support, self-control and grit of gifted students

Abstract

The present study aims to investigate the structural relationships of parental attachment, peer attachment, teacher support, self-control and grit of gifted students. This study was conducted with 247 gifted elementary students. The findings obtained in this study showed that parental attachment influenced self-control directly, and self-control was the full mediator for grit of the gifted students. However, peer attachment and teacher support affected the grit of gifted students directly, and self-control was not a mediator among peer attachment, teacher support and the grit of gifted students. Future studies can be conducted to investigate whether individual characteristics (personalities) and school environment of the gifted students effect self-control and grit in detail.