The master’s thesis addresses perfectionism in gifted pupils in the final years of primary school. In addition to high cognitive abilities, gifted students often exhibit specific characteristics in motivational and socio-emotional domains, among which perfectionism plays a significant role. Perfectionism can manifest in adaptive forms that promote achievement, but also in maladaptive forms associated with psychological difficulties. The aim of the study was to examine the level of perfectionism in gifted students compared to their non-gifted peers and to analyse differences regarding gender, grade level, and perceived expectations of adults. The results showed that gifted students achieved higher levels of self-oriented perfectionism and also demonstrated higher levels of socially prescribed perfectionism. A particularly important finding was the positive relationship between perceived expectations of adults and perfectionism, highlighting the significant role of the social environment. The analysis by grade level revealed that differences between gifted and non-gifted students first appeared in self-oriented perfectionism, and later also in socially prescribed perfectionism. Gender differences were also identified, with gifted girls displaying higher levels of socially prescribed perfectionism.The findings suggest that perfectionism in gifted students should not be understood solely as an individual trait but rather as a phenomenon strongly influenced by social context. The results have important implications for educational practice, emphasizing the need for a holistic approach that, in addition to cognitive development, also provides support in the socio-emotional domain.
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