Exploring the Influence of Sensory Processing Sensitivity on Emotional Dysregulation Among Gifted Learners: The Mediating Effect of Anxiety Sensitivity

Gifted learners often exhibit heightened emotional and sensory responsiveness, which may increase their vulnerability to emotional dysregulation. Sensory Processing Sensitivity (SPS), characterized by deeper cognitive processing and increased reactivity to environmental stimuli, has been identified as an important temperamental factor influencing emotional functioning; however, the mechanisms linking SPS to emotional dysregulation require further clarification. This study examined the effect of SPS on emotional dysregulation among ۳۹۰ gifted secondary school students in Gilan Province, Iran, and tested the mediating role of Anxiety Sensitivity (AS) using a descriptive correlational design and Structural Equation Modeling (SEM). Participants completed the Highly Sensitive Person Scale (HSPS), the Anxiety Sensitivity Index-۳ (ASI-۳), and the Difficulties in Emotion Regulation Scale (DERS). The results indicated significant positive correlations among SPS, AS, and emotional dysregulation (r = .۵۵ to .۶۹, p < .۰۰۱), with SPS directly predicting both emotional dysregulation (β = .۴۱, p < .۰۰۱) and AS (β = .۵۴, p < .۰۰۱), and AS significantly predicting emotional dysregulation (β = .۴۹, p < .۰۰۱). Additionally, AS partially mediated the relationship between SPS and emotional dysregulation (β = .۲۸, p < .۰۰۱), and the model demonstrated strong fit (CFI = .۹۷, RMSEA = .۰۵۳, χ²/df = ۲.۰۹). These findings suggest that anxiety sensitivity functions as a key psychological pathway linking sensory traits to emotional vulnerability in gifted learners, highlighting the importance of interventions targeting anxiety awareness and emotion regulation skills.

Keywords:

Sensory Processing Sensitivity , Anxiety Sensitivity , Emotional Dysregulation , Gifted Students , Structural Equation Modeling , Emotional Regulation Strategies