Chan, Paul Shing-fongPaul Shing-fongChanProf. YUEN Man-takZhang, JiahongJiahongZhang2026-02-062026-02-062026Journal of intelligence, 2026, vol. 14(1), article no. 7.2079-3200http://hdl.handle.net/20.500.11861/26696Open access<jats:p>Understanding the factors that promote positive affect and achievement in gifted students is essential for supporting their holistic development and success. This study aimed to explore the relationship among meaning in life (presence and search), character strengths (creativity, perseverance, social intelligence), social connectedness, positive/negative affect, and perceived academic achievement among gifted students in Hong Kong, China. A total of 348 gifted students participated in this study, comprising 196 males and 152 females, aged 10 to 18 years. The students completed a cross-sectional online survey in August and September 2024. Mediation analyses were conducted using structural equation modeling with bootstrapping to estimate indirect effects. The results indicated significant indirect effects of meaning in life (presence and search) and character strengths (creativity, perseverance, social intelligence) on positive affect (β = 0.15 to 0.32, p &lt; 0.05) and negative affect (β = −0.15 to −0.26, p &lt; 0.05) via social connectedness, with small-to-moderate effect sizes. Additionally, significant indirect effects were observed for meaning in life and character strengths on perceived academic achievement via social connectedness (β = 0.13 to 0.20, p &lt; 0.05), with small-to-moderate effect sizes. This research highlights the significant role of character strengths, meaning in life, and social connectedness in enhancing positive affect and perceived academic achievement, and reducing negative affect among gifted students.</jats:p>enGifted ChildrenMeaning In LifeCharacter StrengthsSocial ConnectednessPositive AffectNegative AffectAcademic AchievementHong KongPeer Reviewed Journal Article10.3390/jintelligence14010007