Academic Self-efficacy, Subjective Well-being, and Academic Achievement of Students Who “Believe” They Are Gifted

Previous research about the relationship between giftedness, well-being, academic self-efficacy, and academic achievement has been inconclusive in most settings and lacking in higher education contexts. This study addressed these uncertainties and gaps using a quantitative, cross-sectional design th...

The International Journal of Learning: Annual Review

Common Ground Research Networks