Prof. YUEN Man-takDr. TONG Ka-Ho, AdrianAdrianDr. TONG Ka-HoZhang, JiahongJiahongZhangTong, Anthony K. K.Anthony K. K.Tong2026-06-252026-06-252026Yuen, M. T., Tong, K. H., Zhang, J., & Tong, A. K. K. (2026). Balancing achievement and well-being: An ACT lens on perfectionism in Chinese gifted learners. In University of Business and Technology (Ed.). Conference proceedings of 19th Asia Pacific conference on giftedness 2026. 19th Asia Pacific Conference on Giftedness 2026, University of Business and Technology, Jeddah, Saudi Arabia (pp. 167). University of Business and Technology.http://hdl.handle.net/20.500.11861/27725Research over the past decade has significantly clarified how perfectionism among Chinese gifted learners is uniquely shaped by the intersection of culture and schooling. Across Mainland China, Hong Kong, Taiwan, and Singapore, evidence supports a multidimensional view of this trait: high personal standards can foster persistence and achievement when paired with autonomy support and a growth mindset. However, evaluative concerns and socially prescribed perfectionism—often intensified by filial expectations, concerns about "face," and high-stakes assessment—are consistently linked to anxiety, depression, burnout, and reduced creativity. Culturally specific indicators, such as filial piety and fear of losing face, improve the prediction of well-being and academic functioning, particularly as pandemic-related disruptions have amplified these concerns. This presentation synthesizes recent evidence and proposes a culturally responsive framework for support, highlighting Acceptance and Commitment Therapy (ACT) as a values-based, transdiagnostic approach. Within ACT, perfectionism is conceptualized as cognitive fusion with rigid performance rules and experiential avoidance of shame. Interventions therefore target culturally attuned values clarification, integrating personal and collective aspirations, and cognitive defusion to unhook from "shoulds" and face-related narratives. Acceptance and mindfulness practices help build a willingness to experience uncertainty, while self-as-context loosens over-identification with a "top student" identity. Practical strategies include behavioral experiments, such as submitting "good enough" drafts, and graded exposure to visible mistakes to reduce the fear of negative evaluation. Compassion practices soften self-criticism, and family engagement shifts feedback from outcomes to strategies to increase autonomy support. Group-based delivery normalizes perfectionism and strengthens help-seeking, while school-wide practices like iterative assessment reduce rank salience. Framed within "Fast Forward: Building a Better Future for Gifted Education 2050," the session offers actionable steps for future-ready systems that utilize validated measures to sustain both excellence and well-being in diverse gifted populations.enAcceptance and Commitment TherapyPerfectionismChinese Gifted LearnersPsychological FlexibilityFilial PietySchool CounselingConference Paper