In this research, the direct and indirect (via the satisfaction of the basic psychological needs for autonomy, relatedness, and competence) associations of positive youth development (PYD) with science engagement dimensions were examined among 281 gifted primary school students in Hong Kong ( M age 8.42; 54% females). Using structural equation modeling, PYD was found to be indirectly associated with more science engagement and its selected dimensions (i.e., behavioral and emotional engagement) via its association with greater perceived satisfaction of the basic needs for autonomy, relatedness, and competence. No direct effects were found between PYD and science engagement. Creating opportunities to foster gifted students’ positive characteristics could promote involvement in academic activities in science.
Datu et al. (Fri,) studied this question.