Exploring Sources of Psychological Well-Being Among Gifted Students: A Qualitative Study in Saudi Schools

Abstract

This study explored how gifted male students in the Asir region of Saudi Arabia experience and interpret psychological well-being within their cultural and educational environments. Semistructured interviews were conducted in Arabic to ensure linguistic and cultural appropriateness, and the data were analyzed using Braun and Clarke’s thematic approach, informed by Ryff’s eudaimonic framework. Three overarching themes emerged: relational and culturally grounded sources of support, emotional self-awareness and coping processes, and environmental and institutional influences on well-being. Family cohesion and parental encouragement emerged as central sources of emotional security, while intrinsic motivation and selective peer relationships supported students’ sense of competence, belonging, and personal growth. Participants also described using reflection, positive self-talk, prayer, and Qur’anic recitation to manage stress and maintain emotional balance. Supportive school climates, responsive teachers, and access to enrichment or counseling services further contributed to students’ well-being. The findings show how dimensions of Ryff’s model were expressed within a collectivist and faith-informed context, particularly through relational forms of autonomy, spiritually grounded meaning-making, and culturally shaped emotional regulation. The study highlights the importance of culturally responsive socioemotional support in gifted education within non-Western contexts.