Front Psychol. 2026 Aug 11;17:1825908. doi: 10.3389/fpsyg.2026.1825908. eCollection 2026.
ABSTRACT
Considering the prevalence of bullying in Türkiye, there are relatively few studies focusing on bullying victimization among gifted and typically developing students. This study examined the relationship between life satisfaction and bullying victimization among these two groups, considering the mediating role of dysfunctional attitudes. The participants comprised 486 students: 241 gifted students (99 female, 142 male; M age = 11.29; SD age = 1.35) and 245 typically developing students (118 female, 127 male; M age = 11.68; SD age = 1.36). Data were collected using the Satisfaction with Life Scale for Children (SWLS-C), the Dysfunctional Attitudes Scale for Children (8-14 years), and the Child-Adolescent Bullying Scale-9 Short Form. Data were analyzed using IBM SPSS Statistics 25 and AMOS, including multi-group structural equation modeling. The results revealed no significant difference in life satisfaction scores between gifted and typically developing students. However, compared with gifted students, typically developing students had higher scores for dysfunctional attitudes and bullying victimization. In addition, dysfunctional attitudes significantly mediated the association between life satisfaction and bullying victimization in both groups, and the structural paths did not differ significantly across groups. These findings highlight the importance of cognitive and socio-emotional factors in understanding bullying victimization among students.
PMID:42643258 | PMC:PMC13503155 | DOI:10.3389/fpsyg.2026.1825908
