Volume 13, Issue 2 (Shenakht Journal of Psychology and Psychiatry 2026)
Shenakht Journal of Psychology and Psychiatry 2026, 13(2): 193-202 |
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Kameli M, Afshar tourghi R, Darroudi S, Soltani kouhbanani S. The Relationship between Perfectionism and Frustration Tolerance in Gifted Students: The Mediating Role of Emotion Regulation. Shenakht Journal of Psychology and Psychiatry 2026; 13 (2) : 6
URL: http://shenakht.muk.ac.ir/article-1-2758-en.html
URL: http://shenakht.muk.ac.ir/article-1-2758-en.html
1- M.A. Student in Psychology and Education of Exceptional Children, Faculty of Education and Psychology, Ferdowsi University, Mashhad, Iran
2- Associate Professor, Department of Educational Psychology and Counseling, Faculty of Education and Psychology, Ferdowsi University, Mashhad, Iran ,s.soltani@um.ac.ir
2- Associate Professor, Department of Educational Psychology and Counseling, Faculty of Education and Psychology, Ferdowsi University, Mashhad, Iran ,
Abstract: (16 Views)
Background and Aim: Perfectionism, a multifaceted personality trait, can simultaneously foster achievement and emotional vulnerability in gifted students. Previous research has primarily examined the bivariate relationship between perfectionism and frustration tolerance, leaving the mediating role of emotion regulation skills in this population largely unexplored. This study aimed to examine the relationship between perfectionism and frustration tolerance and the mediating role of emotion regulation strategies (cognitive reappraisal and expressive suppression) among gifted female students.
Materials and Methods: This descriptive-correlational study employed structural equation modeling. The statistical population included all gifted female students in grades 7-9 in Mashhad, Iran, during the 2024-25 academic year. The sample consisted of 242 female students with a mean age of 13.73 years (Age range: 12-15 years) who scored above 90 on the Multidimensional Perfectionism Scale (Hewitt & Flett, 1991) and were selected through purposive sampling. Inclusion criteria included no self-reported psychiatric disorders and no psychiatric medication use in the past three months. The Frustration Discomfort Scale (Harrington, 2005) and the Emotion Regulation Questionnaire (Gross & John, 2003) were used. Data were analyzed using structural equation modeling through SPSS software (version 28) and AMOS (version 24).
Results: Perfectionism had a significant negative direct effect on frustration tolerance (β = -0.41, P < 0.001). Moreover, it significantly reduced cognitive reappraisal (β = -0.447, P < 0.001). The cognitive reappraisal itself positively predicted frustration tolerance (β = 0.303, P < 0.001). The mediating role of expressive suppression was not supported. The final model explained 41% of the variance in frustration tolerance.
Conclusion: Maladaptive perfectionism diminishes frustration tolerance in gifted students by impairing cognitive reappraisal. Emotion regulation training focused on cognitive reappraisal may mitigate the adverse effects of perfectionism on frustration tolerance in gifted students.
Materials and Methods: This descriptive-correlational study employed structural equation modeling. The statistical population included all gifted female students in grades 7-9 in Mashhad, Iran, during the 2024-25 academic year. The sample consisted of 242 female students with a mean age of 13.73 years (Age range: 12-15 years) who scored above 90 on the Multidimensional Perfectionism Scale (Hewitt & Flett, 1991) and were selected through purposive sampling. Inclusion criteria included no self-reported psychiatric disorders and no psychiatric medication use in the past three months. The Frustration Discomfort Scale (Harrington, 2005) and the Emotion Regulation Questionnaire (Gross & John, 2003) were used. Data were analyzed using structural equation modeling through SPSS software (version 28) and AMOS (version 24).
Results: Perfectionism had a significant negative direct effect on frustration tolerance (β = -0.41, P < 0.001). Moreover, it significantly reduced cognitive reappraisal (β = -0.447, P < 0.001). The cognitive reappraisal itself positively predicted frustration tolerance (β = 0.303, P < 0.001). The mediating role of expressive suppression was not supported. The final model explained 41% of the variance in frustration tolerance.
Conclusion: Maladaptive perfectionism diminishes frustration tolerance in gifted students by impairing cognitive reappraisal. Emotion regulation training focused on cognitive reappraisal may mitigate the adverse effects of perfectionism on frustration tolerance in gifted students.
Article number: 6
Type of Study: Research |
Subject:
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Received: 2025/12/12 | Accepted: 2026/01/5 | Published: 2026/09/20
Received: 2025/12/12 | Accepted: 2026/01/5 | Published: 2026/09/20
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