reducing perfectionism and enhancing self-worth: the role of self-efficacy training in gifted adolescents

This study aimed to evaluate the effectiveness of self-efficacy training in reducing perfectionism and enhancing self-worth among gifted high school students. a randomized controlled trial design was employed with 40 gifted high school students randomly assigned to either an intervention group (n = 20) or a control group (n = 20). the intervention group participated in an eight-session self-efficacy training program, while the control group received no intervention. both groups were assessed at baseline, immediately post-intervention, and at a four-month follow-up. perfectionism and self-worth were measured using validated scales. data were analyzed using repeated measures anova and bonferroni post-hoc tests. the intervention group showed a significant reduction in perfectionism scores from baseline (m = 72.45, sd = 5.28) to post-intervention (m = 64.32, sd = 6.15) and follow-up (m = 66.89, sd = 5.92) compared to the control group, which showed no significant change. similarly, self-worth scores in the intervention group increased significantly from baseline (m = 32.19, sd = 4.15) to post-intervention (m = 38.45, sd = 3.92) and follow-up (m = 36.98, sd = 4.20), whereas the control group showed no significant change. the anova results indicated significant main effects of time (f(2, 76) = 27.12, p < .001) and group (f(1, 76) = 102.95, p < .001) for perfectionism, and time (f(2, 76) = 24.65, p < .001) and group (f(1, 76) = 111.30, p < .001) for self-worth, with significant interaction effects for both variables. self-efficacy training is effective in reducing perfectionism and enhancing self-worth among gifted high school students. the positive effects were maintained at a four-month follow-up, suggesting the potential long-term benefits of such interventions in this population.