Metacognition, Mindfulness, and Spiritual Well-being in Gifted High School Students

ifted children have excellent performance due to their brilliant talents. These children obtain tangible success in one of the following fields: general mental ability, exclusive academic aptitude, creative thinking, leadership ability, visual and performing arts, as well as motor and mental abilities (1). Considering the difficulties of the gifted students and their spiritual sensitivity, it seems that coping solutions, especially spiritual wellbeing, can be effective in the elimination or mitigation of the effects of stressful factors and improvement of their psychological health. Preuss and Dubow (2) showed that gifted students use spiritual well-being more than their normal counterparts. Furthermore, Elison (3) believes that spiritual well-being involves mental and social factors, along with a religious factor (3). Today, most of the studies are focused on the efficiency of mindfulness exercises in promoting well-being, have reported almost positive results in this regard (4).Mindfulness is referred to the direction of attention to the present in an exclusive, organized, and nonjudgmental way (5). Mindfulness is a way of better living, healing pains, and enriching and giving meaning to life (6). According to Baer et al., mindfulness consists of five facets, namely observing, describing, acting with awareness, non-judging, and non-reactivity (4). In a study conducted by Wallace and Shapiro (7) on mental balance and well-being, mindfulness was reported to lead to the development of spirituality in a long run. Accordingly, they observed a direct relationship between mindfulness and spiritual G Abstract