Abstract
Abstract
Purpose:
This study examined the structural relationships between academic resilience and five psychosocial predictors emotional intelligence, communication skills, leadership skills, innovation skills, and creativity skills among academically gifted students enrolled in Cluster Secondary Schools in Perak, Malaysia.
Methodology:
A cross-sectional quantitative design was employed with 217 academically gifted students aged 16 years, selected through the Ministry of Education's Gifted Education Programme identification process. Data were collected using validated self-report instruments, including the Resilience Scale, an Emotional Intelligence short-form scale, the Malaysia Leadership Audit Trail, a Creativity scale, the Kirton Adaption–Innovation Inventory (innovation), and the Interpersonal Student Behaviour Scale (communication). Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with SmartPLS 4.
Findings:
All five predictors were positively and significantly associated with academic resilience. Standardised path coefficients ranged from β = 0.71 to β = 0.84 (all p Conclusions
Academically gifted students in this sample reported high resilience (female M = 4.15, SD = 0.75; male M = 3.98, SD = 0.60) and high emotional intelligence (female M = 4.24, SD = 0.75; male M = 4.05, SD = 0.64). Emotional intelligence emerged as the strongest predictor of resilience, followed by communication, innovation, leadership, and creativity skills. The findings support a multidimensional, competency-based framework for understanding and cultivating resilience among high-ability learners.