Beyond Anxiety: Cultural Pathways of Resilience and Coping in Mathematically Gifted Saudi Youth

Abstract

This study examined how emotional resilience and coping strategies predict mathematics achievement among gifted Saudi high school students (N = 180). Recognizing that achievement is shaped by psychological and cultural as well as cognitive factors—and that evidence from collectivist contexts is limited—we employed a concurrent mixed-methods design. Quantitative data came from validated scales of resilience and coping (problem-focused, cognitive reappraisal, self-regulation) and indices of mathematics performance; relationships were tested using multiple regression. Qualitative data were drawn from semi-structured interviews with a subsample (n = 30) exploring coping mechanisms and cultural influences and analyzed thematically. Regression results indicated that problem-focused coping and emotional resilience were the strongest predictors of mathematics achievement (R² = .47), whereas self-regulation and cognitive reappraisal contributed smaller but significant effects. Thematic findings converged on persistence and structured problem solving as dominant mechanisms. A cultural composite reflecting faith, family support, and honor explained a modest yet significant increment in variance (ΔR² = .03), underscoring the role of collectivist values in resilience. Overall, the study integrates universal cognitive strategies with culturally embedded supports and recommends a “Math Resilience Curriculum” combining structured problem-solving training, emotional-regulation practices, and family engagement to enhance achievement among gifted students in Saudi Arabia.