It is assumed that academically gifted students have high intelligence and emotional abilities, but research said otherwise (Williams & Cross, 2009). Despite the fact that numerous studies have been conducted to determine the effects of personality and parenting practices in the growth of perfectionism, they have been conducted independently (Kakavand et al., 2017; Basirion et al., 2014). As a result, it is evident that more study into particular mediating and moderating factors is required (Walton et al., 2018). This study was conducted to investigate the mediating role of personality traits in the relationship between parenting practices (emotional warmth, rejection, & over-protection) and perfectionism in academically gifted students. For this reason, a quantitative, correlational study using cross-sectional research design was conducted. Data was obtained from respondents through survey method. EMBU Parenting Scale (Arrindell et al., 1999), Big Three Perfectionism Scale (Feher et al., 2019) and Big Five Personality Inventory (John & Srivastava, 1999) were used. The sample of this study was academically gifted students (N = 300). Results showed that parenting practices were associated with perfectionism. Results also showed that personality traits mediated the relationship between parenting practices and perfectionism. This study has implications in the education sector i.e. how parents should focus on the development of academically gifted students.
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In-Text Citation: (Alqaralleh & Abdullah, 2022)
To Cite this Article: Alqaralleh, A. M. I., & Abdullah, A. hakim bin. (2022). The Impact of Parenting Practices on Academically Gifted Students’ Perfectionism: Role of Personality Traits. International Journal of Academic Research in Business and Social Sciences, 12(11), 1994– 2009.
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