Examining the relationship between gifted students' mathematical resilience, mathematics anxiety and parental academic achievement pressure-support

This study aimed to investigate the levels of mathematical resilience, mathematics anxiety and parental academic pressure-support among gifted students, and to examine the relationships among these variables. A correlational survey model was employed. The sample group was selected through stratified sampling method from students attending Science and Art Centers (BİLSEM) in a central district of the Mediterranean region. The study was conducted during the 2024–2025 academic year and included 280 gifted students. Data were collected using a personal information form, the Mathematics Academic Resilience Scale (MARS), the Mathematics Anxiety Scale (MAS), and the Parental Academic Pressure and Support Scale (PAAPSS). For data analysis, correlation analysis, descriptive analysis, independent samples t-test, ANOVA, and post hoc multiple comparison techniques, including Tukey's test and Tamhane's T2 test were utilized. The findings revealed a significant negative relationship between mathematical resilience and mathematics anxiety. Mathematical resilience was positively associated with parental support and negatively associated with parental pressure. Furthermore, mathematics anxiety was negatively related to parental support and positively related to parental pressure.