JOURNAL ARTICLE

Self-Regulation as a Mediator Between Social Skills and School Attachment in Gifted Middle School Students.

  • Published In: Journal of Advanced Academics, 2026, v. 37, n. 2. P. 307 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Ağaya, Ayşıl; Akdağ, Furkan; Çitil, Mahmut 3 of 3

Abstract

This article investigates the relationships among social skills, self-regulation, and school attachment in gifted middle school students, focusing on whether self-regulation mediates the effect of social skills on school attachment. The study involved 347 gifted students from Science and Art Centers, finding no significant gender differences in school attachment but identifying higher attachment levels in 7th graders compared to 6th graders. Mediation analysis revealed that self-regulation partially mediates the positive relationship between social skills and school attachment, suggesting that enhancing these personal competencies may strengthen gifted students' emotional and behavioral connection to school. The findings highlight the importance of supporting social and self-regulatory skills in gifted education to foster school belonging and engagement.

Additional Information

  • Source:Journal of Advanced Academics. 2026/05, Vol. 37, Issue 2, p307
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2026
  • ISSN:1932-202X
  • DOI:10.1177/1932202X251396724
  • Accession Number:193364113
  • Copyright Statement:Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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