The role of wisdom, values, and self-concept in gifted students' well-being

The purpose of this research was to reveal the mediating role of wisdom and values in the relationship between self-concept and well-being. Moreover, gifted students' self-concept, wisdom levels, values, and well-being levels were examined in terms of gender and age variables. The research group of this study involved students of 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, and 12th grades at Science and Art Centers (BİLSEM) in Tokat in 2017-2018 academic year. During the recruitment of participants, Level 2 and Level 3 provinces representing the 12 statistical regions determined by State Planning Organization and Turkish Statistical Institute were used. Of the 839 participants, 372 (44.3%) were female and 464 (55.3%) were male. Relational screening model was used in this study. As data collection tools, Me: Self - concept scale for gifted students, Wisdom Development Scale , Humanistic Values Scale, Five Dimensional Well-being Model for Adolescents: EPOCH Scale and personal information form were used. In the analysis of data, independent sample t test and ANOVA were used for demographic variables. The structural equation modeling was used to test the predictive levels and the mediation roles among variables. Based on the findings, gifted students' self-concept levels, wisdom levels, and values significantly predicted their well-being. In addition, values and wisdom have a partial mediating effect in the relationship between self-concept and well-being. According to the results of the study, while the self-concept total scores and school status dimension of the gifted students did not differ by gender, there were significant differences in mental perception, intelligence and adaptation and reading perception dimensions. Significant differences in judgement dimension of wisdom, being peaceful dimension of values, and relatedness dimension of well-being were determined in terms of gender. According to the results of the study, self-concept and its dimensions, wisdom levels and its dimensions, and well-being and its dimensions differed significantly in terms of age. On the other hand, only the tolerance dimension of values did not significantly differ in terms of age.