Teacher-student relationships and social support as drivers of learning and behaviour in Malaysian gifted students.

OBJECTIVE

This study examined the relationships among parental involvement, teacher-student relationships, child/adolescent social support, self-regulated learning, and behavioural outcomes (strengths and difficulties) among Malaysian gifted students. Specifically, the study investigated whether teacher-student relationships mediate the relationship between parental involvement and student outcomes and whether child/adolescent social support moderates the relationship between parental involvement and self-regulated learning and behavioural outcomes. METHODOLOGY: A total of 308 gifted students aged 10–17 years participated in this study, including 152 males and 156 females. Participants were enrolled in a Malaysian residential programme for gifted students. Data were analysed using correlation, mediation, and moderation analyses through the PROCESS macro. FINDINGS: The results indicated that parental involvement was positively associated with self-regulated learning and behavioural outcomes. Teacher-student relationships partially mediated the relationship between parental involvement and behavioural outcomes but did not mediate the relationship between parental involvement and self-regulated learning. Child/adolescent social support was positively related to self-regulated learning; however, its moderating effect on the relationship between parental involvement and student outcomes was limited.

CONCLUSION

These findings highlight the complex interplay of family, school, and social factors in shaping the academic and behavioural development of gifted students. The study provides insights for educators and parents in fostering balanced parental engagement and supportive learning environments to promote the holistic development of gifted learners.