Developing a perfectionism curriculum and feasibility assessment on emotion regulation in gifted school students

The purpose of this study was to develop a perfectionism curriculum and feasibility assessment on cognitive emotion regulation in gifted school students. The method of the present study was quasi-experimental based on experimental and control groups. The statistical population of the present study included all students studying in gifted girls' schools in the city of Roodehen in the academic year 2019-2021 30 people were selected by purposive sampling and assigned in two groups randomly. The instrument used in this study was the Cognitive Emotion Regulation Questionnaire (CERQ) (Garnefesky and Crige, 2006). The obtained data were analyzed by covariance method. The results showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.05 between the mean of the post-test of managing positive emotions and managing negative emotions in the experimental and control groups. From the obtained results, it is concluded that for gifted students, by using educational approaches based on perfectionism, emotions can be directed in a positive direction and thus improve the success rate in various fields.