Metacognition, Mindfulness, and Spiritual Well-being in Gifted High School Students

Background and objectives: gifted students are more sensitive to interpersonal conflicts and experience more self-alienation and mental pressure due to their cognitive abilities. the aim of the current study was to investigate the relationship among meta-cognition, mindfulness, and spiritual well-being in gifted high school students.methods: this study was conducted on 144 gifted high school students in tabriz. the study population was selected through systematic random sampling method. data collection was performed using the meta-cognition questionnaire developed by wells, five facet mindfulness questionnaire, and spiritual well-being questionnaire by ellison and paloutzian.results: according to the results, mindfulness had a significant and positive relationship with spiritual well-being (r=0.31). however, no significant relationship was observed between meta-cognition and spiritual well-being. the results of the stepwise regression analyses showed that non-judgement determined about 6% (r2=0.06) of spiritual well-being variance, and positive beliefs about worry predicted 4% (r2=0.04) of the mindfulness variance.conclusion: based on the findings, it can be concluded that out of the meta-cognition components, the positive beliefs about worry were influential in the determination of mindfulness. furthermore, non-judgment was found to play a fundamental role in determining spiritual well-being among the components of mindfulness.