Introduction
The phenomenon of academic burnout in gifted students involves unique complexities, shaped by the interplay of individual, environmental, and educational factors, and may expose them to heightened risks. Therefore, research in this area can lead to a deeper understanding of the cycle of academic burnout perpetuation in this group and help prevent the waste of national talents.
Method
The present study aimed to explain the process of academic burnout among gifted students. The research followed a qualitative design based on the grounded theory approach by Strauss and Corbin (1998). Participants included adolescents experiencing academic burnout in gifted schools in Ahvaz during the 2023-2024 academic year. Purposive sampling was employed, continuing until data saturation was achieved, resulting in a final sample of 23 students. To ensure the selection of participants aligned with the aim of this study, obtaining a score above the cutoff point (a score of 35 or higher) on the Academic Boredom Questionnaire by Pekrun et al. (2005)—which indicates moderate to high levels of academic boredom—was set as one of the inclusion criteria.
The participants were aged between 15 and 18 years, including 12 girls and 13 boys, all of whom were in the upper secondary level. Among them, 8 were studying in the humanities stream, 5 in mathematics and physics, and 9 in natural sciences. Data were collected through semi-structured interviews To enhance the credibility of the research, participant review, expert opinion, and precise documentation of the analysis process were employed. The criteria of transferability, confirmability, and dependability were also observed. The ultimate goal was to develop a mid-range theory regarding the subject under study.


Results
Analysis of the data generated 168 initial codes, 62 open codes, and 18 axial codes, which were integrated into a theoretical model. The model identified an educational system misaligned with learners’ needs as the core category explaining academic burnout. Key factors contributing to this phenomenon include causal conditions such as a competitive environment, unattractive educational settings, ineffective teaching methods, Educational Disparity Between gifted schools and private coaching centers, and excessive academic pressure. Contextual conditions involved individual inefficacy, physical inactivity, lack of recreational activities, physical health issues, and identity crises. Intervening conditions included dysfunctional family dynamics, gaps between educational content and real-life needs, and insufficient social support. Students adopted strategies such as internalizing or externalizing problems, leading to consequences like academic decline, diminished motivation, feelings of deprivation, and reduced self-esteem
Discussion
The resulting theory suggests that an educational system misaligned with learners’ needs perpetuates academic burnout. This type of system, by creating a high-pressure and unresponsive environment, functions as a core category in the process of forming academic boredom among gifted students. Through excessive standardization, neglect of individual differences, and lack of necessary support, it drives students toward identity crises and a sense of hopelessness about the future. By disregarding the special needs of gifted students—such as cognitive challenges and emotional support—it leads to a growing gap between the students’ expectations and the reality of the educational environment. Breaking this cycle requires structural reforms focused on flexibility, recognition of individual differences, and enhanced psychosocial support. Implementing such changes could enable gifted students to fully utilize their talents and maintain a lifelong passion for learning.