چکیده مقاله
Gifted learners often exhibit heightened emotional and sensory responsiveness, which may increase their vulnerability to emotional dysregulation Sensory Processing Sensitivity SPS , characterized by deeper cognitive processing and increased reactivity to environmental stimuli, has been identified as an important temperamental factor influencing emotional functioning; however, the mechanisms linking SPS to emotional dysregulation require further clarification This study examined the effect of SPS on emotional dysregulation among 390 gifted secondary school students in Gilan Province, Iran, and tested the mediating role of Anxiety Sensitivity AS using a descriptive correlational design and Structural Equation Modeling SEM Participants completed the Highly Sensitive Person Scale HSPS , the Anxiety Sensitivity Index 3 ASI 3 , and the Difficulties in Emotion Regulation Scale DERS The results indicated significant positive correlations among SPS, AS, and emotional dysregulation r = 55 to 69, p < 001 , with SPS directly predicting both emotional dysregulation β = 41, p < 001 and AS β = 54, p < 001 , and AS significantly predicting emotional dysregulation β = 49, p < 001 Additionally, AS partially mediated the relationship between SPS and emotional dysregulation β = 28, p < 001 , and the model demonstrated strong fit CFI = 97, RMSEA = 053, χ²/df = 2 09 These findings suggest that anxiety sensitivity functions as a key psychological pathway linking sensory traits to emotional vulnerability in gifted learners, highlighting the importance of interventions targeting anxiety awareness and emotion regulation skills
کلیدواژهها
نویسندگان
Mohamadreza Shaban Markiyeh
M A Student, Department of Educational Psychology, Rahman Institute of Higher Education, Ramsar, Iran
شیوه ارجاع
Shaban Markiyeh, Mohamadreza,1404,Exploring the Influence of Sensory Processing Sensitivity on Emotional Dysregulation Among Gifted Learners: The Mediating Effect of Anxiety Sensitivity,24th International Conference on Psychology,Counseling,and Educational Sciences.
ارائهشده در
مجموعه مقالات بیست و چهارمین کنفرانس بین المللی روانشناسی، مشاوره و علوم تربیتی30 آبان 1404