This study examined the psychological well-being of students enrolled in two gifted programs with different service delivery models. Participants were 292 fifth- and sixth-grade students (M_age = 11.70, SD_age = 0.65) enrolled in a gifted math pull-out program (n = 103), a self-contained gifted program (n = 90), or a program providing no gifted services, which served as a control group (n = 99). Multiple differences in psychological well-being across programs were revealed in Hierarchical Linear Models, particularly in terms of math self-concept, loneliness, and maladaptive perfectionism. Students in the two gifted programs reported different patterns of psychological well-being when compared with students in the no gifted services control group. These differences suggest distinct social phenomena underlying the two different service delivery models.

本研究调查了参加两个具有不同服务提供模式的天才课程的学生的心理健康状况。参与者是 292 名五年级和六年级学生（M_年龄= 11.70，SD_年龄= 0.65），他们参加了天才数学抽离计划 ( n = 103)、自给自足的天才计划 ( n = 90) 或不提供天才服务的程序，作为对照组（n= 99）。分层线性模型揭示了跨项目心理健康的多重差异，特别是在数学自我概念、孤独感和适应不良的完美主义方面。与没有天才服务对照组的学生相比，这两个天才项目的学生报告的心理健康模式不同。这些差异表明两种不同的服务提供模式背后存在不同的社会现象。