Comparison of temperament and character dimensions, cognitive regulation of emotion and perceived parenting style in gifted and normal teenagers

Intelligence as one of cognitive components have always been the focus of psychologists. The purpose of this study was to compare temperament and character dimensions, cognitive emotion regulation between gifted and normal teenagers.

The research method was causal-comparative and the statistical population of the research was Second high school students of Hamadan city in the academic year of 2022-2023 in the number of 450 people. From the schools, 184 students (92 gifted and 92 normal) were selected through simple random sampling method. The cognitive emotion regulation questionnaire(Granfsky and et al, 2006), the temperament and character dimensions questionnaire of (Adan and et al, 2009), and the parental authority questionnaire (Bori, 1991) were used to collect data. The research hypotheses were analyzed by one way MANOVA.

The findings of the research showed that the components of cognitive emotion regulation, the average score of the adaptive emotion regulation in gifted teenagers and the average score of the maladaptive emotion regulation in normal teenagers were higher than in the gifted group (P<0.05). Regarding the dimensions of temperament and character, the average score of the components of novelty seeking, persistence, co-operativeness, self- directiveness and self- transcendence in gifted teenagers and the average score of the components of harm avoidance and dependence reward in normal teenagers were higher than the gifted group (P<0.05). Regarding the perceived parenting styles, the average score of the component of Authoritative parenting style in gifted teenagers and the average scores of the components of Authoritarian and Permissive parenting styles in normal teenagers were higher than the opposite group (P<0.05).

The obtained results emphasize the importance of the differences between gifted and normal teenagers and the necessity to pay more attention to normal teenagers in order to reduce these differences.