PDF(Pubmed)
Abstract：
BACKGROUND: This study explores the intricate web of symptoms experienced by academically gifted high school students, focusing on procrastination, rumination, perfectionism, and cognitive flexibility. The well-being of these gifted adolescents remains a pivotal concern, and understanding the dynamics of these symptoms is vital.
METHODS: A diverse sample of 207 academically gifted high school students from Mashhad, Iran, participated in this study. Using convenience sampling, participants from grades 10, 11, and 12 were included, with detailed assessments conducted through questionnaires measuring the mentioned symptoms.
RESULTS: Our network analysis uncovers compelling insights into the interplay of these symptoms: Procrastination, though moderately central, exerts significant influence within the network, underscoring its relevance. Cognitive flexibility, while centrally positioned, curiously exhibits a negative influence, potentially serving as a protective factor. Negative perfectionism emerges as the keystone symptom, with both high centrality and a positive influence. Rumination displays substantial centrality and a positive influence, indicating its role in symptom exacerbation. Positive perfectionism, moderately central, lacks direct influence on other symptoms.
CONCLUSIONS: This network analysis provides a nuanced understanding of the relationships among procrastination, rumination, perfectionism, and cognitive flexibility in academically gifted adolescents. Negative perfectionism and cognitive flexibility emerge as critical factors deserving attention in interventions aimed at enhancing the well-being of this unique group. Further research should explore causal relationships to refine targeted interventions.
METHODS: A diverse sample of 207 academically gifted high school students from Mashhad, Iran, participated in this study. Using convenience sampling, participants from grades 10, 11, and 12 were included, with detailed assessments conducted through questionnaires measuring the mentioned symptoms.
RESULTS: Our network analysis uncovers compelling insights into the interplay of these symptoms: Procrastination, though moderately central, exerts significant influence within the network, underscoring its relevance. Cognitive flexibility, while centrally positioned, curiously exhibits a negative influence, potentially serving as a protective factor. Negative perfectionism emerges as the keystone symptom, with both high centrality and a positive influence. Rumination displays substantial centrality and a positive influence, indicating its role in symptom exacerbation. Positive perfectionism, moderately central, lacks direct influence on other symptoms.
CONCLUSIONS: This network analysis provides a nuanced understanding of the relationships among procrastination, rumination, perfectionism, and cognitive flexibility in academically gifted adolescents. Negative perfectionism and cognitive flexibility emerge as critical factors deserving attention in interventions aimed at enhancing the well-being of this unique group. Further research should explore causal relationships to refine targeted interventions.
摘要：
背景：这项研究探索了具有学术天赋的高中生所经历的复杂的症状网络，专注于拖延，沉思，完美主义,和认知灵活性。这些有天赋的青少年的幸福仍然是一个关键的问题，了解这些症状的动态是至关重要的。
方法：来自马什哈德的207名具有学术天赋的高中生的不同样本，伊朗,参与了这项研究。使用方便采样，来自10、11和12年级的参与者被包括在内，通过测量上述症状的问卷进行详细评估。
结果：我们的网络分析揭示了对这些症状相互作用的令人信服的见解：拖延，虽然中等中央，在网络中发挥重大影响，强调其相关性。认知灵活性，虽然位于中心，奇怪地表现出负面影响，潜在的保护因素。消极完美主义作为梯形症状出现，具有高中心性和积极影响。沉思显示出相当的中心性和积极的影响，表明其在症状恶化中的作用。积极的完美主义,中等中央,对其他症状缺乏直接影响。
结论：这种网络分析提供了对拖延之间关系的细微理解，沉思，完美主义,和认知灵活性在学术天赋的青少年。消极完美主义和认知灵活性成为旨在增强这一独特群体福祉的干预措施中值得关注的关键因素。进一步的研究应该探索因果关系，以完善有针对性的干预措施。
方法：来自马什哈德的207名具有学术天赋的高中生的不同样本，伊朗,参与了这项研究。使用方便采样，来自10、11和12年级的参与者被包括在内，通过测量上述症状的问卷进行详细评估。
结果：我们的网络分析揭示了对这些症状相互作用的令人信服的见解：拖延，虽然中等中央，在网络中发挥重大影响，强调其相关性。认知灵活性，虽然位于中心，奇怪地表现出负面影响，潜在的保护因素。消极完美主义作为梯形症状出现，具有高中心性和积极影响。沉思显示出相当的中心性和积极的影响，表明其在症状恶化中的作用。积极的完美主义,中等中央,对其他症状缺乏直接影响。
结论：这种网络分析提供了对拖延之间关系的细微理解，沉思，完美主义,和认知灵活性在学术天赋的青少年。消极完美主义和认知灵活性成为旨在增强这一独特群体福祉的干预措施中值得关注的关键因素。进一步的研究应该探索因果关系，以完善有针对性的干预措施。
