This research examines how cognitive flexibility and socioeconomic status influence career self-efficacy in gifted students, suggesting personalized programs are needed.
Cognitive, behavioral, and social-environmental characteristics are essential foundations for career and talent development among gifted and talented students. This research examines how cognitive flexibility mediates the relationship between perfectionism, career and talent development self-efficacy, and whether socioeconomic status (SES) moderates this mediation among gifted and talented students. The study analyzed data from 382 gifted students enrolled in Turkish Science and Art Centers. Using SPSS and the PROCESS macro, mediation and moderated mediation analyses showed that cognitive flexibility significantly mediates the relationship between perfectionism and career and talent development self-efficacy. Furthermore, SES emerged as a moderator: higher SES amplified the influence of perfectionism while attenuating the effect of cognitive flexibility on career and talent development self-efficacy. These findings suggest that implementing differentiated career development programs, counseling services, interventions, and providing SES-sensitive, personalized career guidance may substantially enhance career and talent development self-efficacy among gifted students.
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Fatma Yildirim (2026) studied this question.
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