Faculty of Social Sciences University of Tehran Woman in Development & Politics 2538-3124 23 4 2026 01 21 Designing a Conceptual Model of Perfectionism in Gifted Adolescent Girls: A Qualitative Study Designing a Conceptual Model of Perfectionism in Gifted Adolescent Girls: A Qualitative Study 709 737 105411 10.22059/jwdp.2026.403962.1008578 FA Zahra Amanollahi Assistant Professor of Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. 0000-0002-7051-4950 Samira Hashemi Assistant Professor of Department of Psychology and Counselling, Farhangian University, Tehran, Iran. 0000-0001-9250-7199 Fahimeh Shadabmehr PhD in Counseling, Department of Counseling, Allameh Tabataba`i University, Tehran, Iran. 0000-0002-8986-2904 Maryam Aghaee Master Student in Counseling, Department of Counseling, Faculty of Education and Psychology, Allameh Tabataba`i University, Tehran, Iran. 0009-0004-6092-3111 Journal Article 2025 10 12 The current research sought to establish a conceptual model of perfectionism in gifted adolescent girls to facilitate a more comprehensive understanding of this phenomenon. This study utilized a qualitative methodology, with data gathered through the grounded theory approach via semi-structured interviews with the participants. The research population comprised students enrolled in gifted secondary institutions in Tehran and Karaj. Data were gathered through purposive sampling and semi-structured interviews. Sampling proceeded until theoretical saturation was achieved, yielding a total of 13 cases. Data analysis was performed employing Strauss and Corbin’s coding methodology within the grounded theory framework. Findings indicated that, throughout the classification process, the primary category identified was “Striving for self-worth and alignment with an identity grounded in superior cognitive ability.” In addition, the study identified individual characteristics, family expectations, social factors, and educational structure as causal conditions of perfectionism; success-valuing culture and virtual space as contextual factors; coping skills and family support as intervening conditions; two perfectionism-related strategies, namely progress-oriented and avoidance/protection-oriented approaches; and a range of positive and negative consequences of perfectionism in gifted adolescents. Based on the findings, exceptional students—owing to their cognitive capabilities—confront elevated and particular expectations from themselves, their families, educational institutions, and society. Consequently, their encounters with perfectionism, although promoting academic development and success, may also give rise to various psychological hazards. Therefore, families and educational institutions engaging with such students should prioritize the review and enhancement of their educational and developmental standards and practices. The current research sought to establish a conceptual model of perfectionism in gifted adolescent girls to facilitate a more comprehensive understanding of this phenomenon. This study utilized a qualitative methodology, with data gathered through the grounded theory approach via semi-structured interviews with the participants. The research population comprised students enrolled in gifted secondary institutions in Tehran and Karaj. Data were gathered through purposive sampling and semi-structured interviews. Sampling proceeded until theoretical saturation was achieved, yielding a total of 13 cases. Data analysis was performed employing Strauss and Corbin’s coding methodology within the grounded theory framework. Findings indicated that, throughout the classification process, the primary category identified was “Striving for self-worth and alignment with an identity grounded in superior cognitive ability.” In addition, the study identified individual characteristics, family expectations, social factors, and educational structure as causal conditions of perfectionism; success-valuing culture and virtual space as contextual factors; coping skills and family support as intervening conditions; two perfectionism-related strategies, namely progress-oriented and avoidance/protection-oriented approaches; and a range of positive and negative consequences of perfectionism in gifted adolescents. Based on the findings, exceptional students—owing to their cognitive capabilities—confront elevated and particular expectations from themselves, their families, educational institutions, and society. Consequently, their encounters with perfectionism, although promoting academic development and success, may also give rise to various psychological hazards. Therefore, families and educational institutions engaging with such students should prioritize the review and enhancement of their educational and developmental standards and practices. https://jwdp.ut.ac.ir/article_105411_fc410de04818fe17f6bed4998c2c7695.pdf