Background: Weakness of social self-efficacy or difficulty in social relationship puts gifted students at risk of psychological damage and lack of emotional and social development. Numerous studies have compared the self-efficacy of gifted and normal students, but research that helps improve the social self-efficacy of gifted students has been overlooked.
Aims: The purpose of this study was the effectiveness of motivational intervention based on Dweck’s mind set on social self-efficacy in gifted students.
Methods: The project’s plan was a pseudo-experimental study with a pretest-posttest design and a control group. The statistical population consisted the students(female) in the gifted schools in Isfahan who were selected 30 students through purposive sampling and were placed randomly into experimental and control groups. The experimental group received 8 sessions (50 minutes) as intervention group. The research instrument was the Connolly (1989) social self-efficacy scale. Data were analyzed using MANCOVA and SPSS 23.
Results: Findings showed that the motivational intervention based on Dweck’s mind set significantly influenced on increasing gifted student’s social self-efficacy in terms of components of social assertiveness, performance in social situations, participation in social groups, aspects of friendship and intimacy and helping or receiving help (p≤0/05).
Conclusion: Moreover, based on findings of this study motivational intervention based on Dweck’s mind set presents valuable results to improving social self-efficacy and social performance in gifted