ORCID
Helin Yarcel, https://orcid.org/0009-0004-7788-4120; Fuat Tanhan, https://orcid.org/0000-0002-1990-4988
Abstract
The aim of this study was to examine the effects of a 10-session filial therapy program delivered to mothers on gifted children’s self-regulation and academic perseverance. Participants were 45 gifted students attending a Science and Art Center (Bilim ve Sanat Merkezi [BİLSEM]) in Eastern Türkiye and their mothers, who were randomly assigned to an experimental, placebo, or control group. Self-regulation and academic perseverance scales were administered as pre-test, post-test, and 6-week follow-up measures. Given the sample size, data were analyzed with non-parametric tests, including the Kruskal–Wallis H, Friedman, Wilcoxon signed-rank, and Mann–Whitney U tests. Results showed improvements in self-regulation and academic perseverance in the experimental group from pre-test to post-test and follow-up, whereas no significant changes emerged in the placebo and control groups. Post-test results indicated that the experimental group scored significantly higher than both comparison groups. Findings support filial-therapy-based parent training as a promising intervention for promoting gifted children’s self-regulation and persistence in challenging learning environments.
