This study aimed to investigate the mediating role of causal attributions on the relationship between perfectionism and academic well-being among male and female gifted adolescents. The research method was discriptive-correlational and the statistical population included 352 gifted students (152 male and 200 female) was selected by a convenience sampling method and responded to the Multidimensional Perfectionism Cognitions Inventory (Kabori, 2006), the Attributional Style Questionnaire (Peterson, Semel, von Beayer, Abramson, Metalsky & Seligman, 1982), the School Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). Multi-group structural equation modeling was used to assess causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted student. Results indicated that for total sampel and for male and female gifted students, the partially mediated model of positive and negative causal attributions on the relationship between positive and negative perfectionism and academic well-being fitted well with the data. The results of the group specificity of structural relations showed that the relationship between perfectionism, causal attributins and academic well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model’ predictors accounted for 41% and 32% of the variance in academic engagement and academic burnout, respectively. According to the findings, the positive and negative perfectionism.
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