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Introduction: Imposter Syndrome (IS) is loosely defined as doubting your abilities and feeling like a fraud. It disproportionately affects high-achieving people, who find it difficult to accept their accomplishments. This research was conducted in order to predict the IS in gifted students based on ego development, self-efficacy, and self-awareness. Method: The research was descriptive and correlational. All gifted students studying in middle schools in central Islamabad in the academic year 2020-2021 formed the statistical population of this research. For this purpose, 202 students were selected using the cluster sampling method and used the IS Questionnaire (Clans and Ames, 1978), the Ego Development Questionnaire (Markstrom et al., 1997), the Psychological Capital Questionnaire (Luthans et al., 2007), and the Spirituality Questionnaire (Donning and Parsian, 2009). The collected data were analyzed by SPSS version 26 and the significance level was considered 0.05. Results: The results of Pearson's correlation coefficient showed that there was a negative and significant relationship between self-efficacy and spiritual-health scores with IS in female students at the level of 0.05. Moreover, the regression analysis with the simultaneous entry method showed that the predictor variables together explained 43% of the variance of the IS scores among female students. Conclusion: The findings of the present study suggest that the psychological structures under investigation can predict and explain IS in female students. The aim of developing and assembling educational programs is to improve students' self-efficacy. Therefore, school officials, community health officials, and mental health officials are encouraged to improve students' self-efficacy. [ABSTRACT FROM AUTHOR]

Background: Adolescence is a developmental period when adverse childhood experiences significantly impact the individual because of the changes in brain structure and functioning. This research aims to investigate the relationship between maltreatment and emotion regulation with the moderating role of cognitive flexibility in adolescence with childhood trauma. Methods: This was a descriptive-correlational study. The study population consisted of all adolescents who were referred to the psychological and psychiatric disorders clinics and medical clinics of Shiraz City, Iran, in the spring semester of 2021. The population included 250 individuals, of which 175 were selected as the sample of the research via the simple random sampling method according to the Morgan Table. The research tools were the childhood trauma questionnaire, the cognitive flexibility questionnaire, the psychological maltreatment scale, and the emotional regulation scale. After completing the questionnaires, the data were entered into the SPSS software, version 23, and analyzed using descriptive and inferential statistics. The Pearson correlation test and the regression method were used to analyze the data. Results: The results showed a significant negative correlation between maltreatment with emotion regulation (r=-0.531, P<0.001). The results showed that the interaction of these 3 variables indicated that cognitive flexibility has a moderating role in the relationship between maltreatment and emotional regulation (β=-0.90, P<0.01). Moreover, the results indicated that the relationship between maltreatment and emotion regulation in adolescence with high flexibility is higher than in individuals with low flexibility. Conclusion: This study provides evidence that cognitive flexibility can act as a moderator when considering the impact of trauma. The developed task could provide a novel way to assess this flexibility within an emotional context. [ABSTRACT FROM AUTHOR]