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Psychological flexibility in the gifted classroom: An ACT-informed framework for metacognition and growth mindset
Author(s)
Date Issued
2026
Publisher
University of Business and Technology
Citation
Lam, S. W., Cheung, S. Y., & Yuen, M. T. (2026). Psychological flexibility in the gifted classroom: An ACT-informed framework for metacognition and growth mindset. In University of Business and Technology (Ed.). Conference proceedings of 19th Asia Pacific conference on giftedness 2026. 19th Asia Pacific Conference on Giftedness 2026, Jeddah, Saudi Arabia (pp. 177). University of Business and Technology.
Type
Conference Paper
Abstract
Gifted adolescents often encounter performance-oriented feedback that may reinforce fixed-mindset beliefs and risk-avoidant persistence. This poster outlines a planned systematic review examining whether Acceptance and Commitment Therapy (ACT) processes—acceptance, cognitive defusion, present-moment awareness, self-as-context, values, and committed action—could be integrated into classroom routines to support psychological flexibility, metacognitive regulation, and growth mindset. We will search PsycINFO and Google Scholar for peer-reviewed studies (2000–2025) meeting the following criteria: empirical applications of ACT in non-clinical educational settings; research linking
ACT processes to metacognitive skills (planning, monitoring, evaluating); and studies addressing relationships among metacognition, psychological flexibility, and growth mindset in youth. The review will follow transparent screening procedures and narratively synthesize the evidence. Initial scoping suggests that school-based ACT practices are being explored for well-being and flexibility, and that metacognitive regulation is central to self-directed learning. However, the extent to which ACT directly influences metacognition in gifted populations remains uncertain, as do the pathways connecting metacognitive components to growth mindset. To guide interpretation, we will present a provisional conceptual map in which values and committed action may support strategic planning and
persistence; present-moment awareness may enhance ongoing monitoring; self-as-context may facilitate reflective evaluation; and acceptance/defusion may reduce evaluation anxiety and cognitive fusion that can impede metacognitive engagement. We will also outline measurement considerations (e.g., multi-method metacognition assessments) and propose design features for future studies (e.g., classroom-based ACT routines, randomized or quasi-experimental designs). The aim is to refine testable propositions and practical hypotheses rather than draw definitive conclusions at this stage. By clarifying the plausibility and boundary conditions of ACT-informed approaches, this work seeks to inform subsequent empirical investigations and, ultimately, contribute to cultivating resilient, selfdirected learners in gifted education.
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