Prediction of Psychosocial Development among University Gified Students Accoreling to their Interactional Experiences in University

The purpose of the present study was to investigate the relationship between interactional experiences and psychosocial development among university gifted students. The statistical population of the research included all of undergraduate students who were in the list of the Shiraz University Office of Gifted Students. 210 undergraduates (124 female, 86 male) were selected using purposeful sampling method. The Psychosocial Development Questionnaire (PDQ) was used as measurement instrument. This instrument has two parts: Student Psychosocial Development Tasks (SPDT) and College Student Experiences (CSE). Reliability of these parts was investigated by calculating Cronbach alpha coefficient. The pattern of correlations between factors showed it's construct validity. The results showed that interactional experiences (academic involvement, faculty-student relationships and peer relationships) and psychosocial development (developing competence, managing emotions, developing autonomy, developing mature interpersonal relationships, establishing identity and developing purpose) were correlated. Multiple regression analyses revealed that academic involvement predict positively all of the dimensions of gifted students’ psychosocial development.