이 연구의 목적은 고등학생의 사회적지지, 마인드셋, 그릿 및 자기조절학습능력 간의 관계를 구조적 모형으로 규명하고 그 수준과 구조적관계에 영재학생과 일반학생 간의 차이가 있는지 살펴보는데 있다. 연구 대상은 D광역시와 G광역시의 과학영재학교와 G시와 C시의 과학고등학교의 영재학생과 동일지역내의 집단의 크기와 집단의 학년급이 유사한 일반학생이다. 기말고사가 끝난 후인 2021년 2021년 6월 21일부터 7월 16일까지 1067명을 대상으로 설문 조사하였다. 표집방법은 군집표본추출법을 이용하였고, 수집된 자료 중 신뢰성이 떨어진다고 판단되는 56부를 제외한 총 1011부의 자료를 최종분석에 사용하였다. 자료의 통계처리는 SPSS 26.0과 AMOS 21.0 프로그램을 활용하여 빈도분석, 탐색적 요인분석, 신뢰도 분석, 확인적 요인분석, 상관관계 분석, 구조방정식 모형분석, 조절효과분석, 조절된 매개효과 분석을 실시하였다. 구조모형은 적합도 평가기준을 충족하여 통계적으로 적합하며 구체적 결과는 다음과 같다.

첫째, 고등학생의 부모지지는 지속적인관심, 꾸준한노력, 성장마인드셋에 대해 정적 영향이 있었고 고정마인드셋에 부적 영향이 있었으며, 자기조절학습능력에 대해서는 영향을 미치지 못하였다. 일반학생의 부모지지는 지속적인관심, 꾸준한노력에 대해 정적 영향이 있었고 고정마인드셋에 부적 영향이 있었으며, 자기조절학습능력에 대해서 영향을 미치지 못하였다. 영재학생의 부모지지는 꾸준한노력과 성장마인드셋에 대해 정적 영향이 있었고 고정마인드셋에 부적 영향이 있었으며, 지속적인관심과 자기조절학습능력에 대해서 영향을 미치지 못하였다.
둘째, 고등학생의 교사지지는 자기조절학습능력과 성장마인드셋에 대해 정적 영향이 있었고 지속적인관심, 꾸준한노력, 고정마인드셋에 대해서는 영향을 미치지 못하였다. 일반학생의 교사지지는 자기조절학습능력과 성장마인드셋에 대해 정적 영향이 있었고 지속적인관심과 고정마인드셋에 대해 부적 영향이 있었으며, 꾸준한노력에 대해서는 영향을 미치지 못하였다. 영재학생의 교사지지는 자기조절학습능력에 정적 영향이 있었으며, 지속적인관심, 꾸준한노력, 고정마인드셋, 성장마인드셋에 대해서는 영향을 미치지 못하였다.
셋째, 고등학생의 친구지지는 성장마인드셋에 대해 정적 영향이 있었고 자기조절학습능력, 지속적인관심, 꾸준한노력, 고정마인드셋에 대해서 영향을 미치지 못하였다. 일반학생의 친구지지는 꾸준한노력에 대해 정적 영향이 있었고 자기조절학습능력, 지속적인관심, 고정마인드셋, 성장마인드셋에 대해서는 영향을 미치지 못하였다. 영재학생의 친구지지는 자기조절학습능력과 성장마인드셋에 정적 영향이 있었으며, 지속적인관심, 꾸준한노력, 고정마인드셋에 대해서는 영향을 미치지 못하였다.
넷째, 그릿의 하위요인인 지속적인관심은 고등학생과 일반학생, 영재학생의 모든 사회적 지지원과 자기조절학습능력 간에 매개효과가 없었다.
다섯째, 그릿의 하위요인인 꾸준한노력은 고등학생의 부모지지와 자기조절학습능력 간에 매개효과가 있었고, 교사지지와 자기조절학습능력, 친구지지와 자기조절학습능력 간에는 매개효과가 없었다. 일반학생의 꾸준한노력은 부모지지와 자기조절학습능력, 친구지지와 자기조절학습능력 간에 매개효과가 있었고, 교사지지와 자기조절학습능력 간에는 매개효과가 없었다. 영재학생의 꾸준한노력은 부모지지와 자기조절학습능력 간에 매개효과가 있었고, 교사지지와 자기조절학습능력, 친구지지와 자기조절학습능력 간에는 매개효과가 없었다.
여섯째, 마인드셋의 하위요인인 고정마인드셋은 고등학생의 모든 사회적 지지원과 자기조절학습능력 간에 매개효과가 없었다. 일반학생의 고정마인드셋은 부모지지와 자기조절학습능력, 교사지지와 자기조절학습능력 간에 매개효과가 있었고, 친구지지와 자기조절학습능력 간에는 매개효과가 없었다. 영재학생의 고정마인드셋은 모든 사회적 지지원과 자기조절학습능력 간에 매개효과가 없었다.
일곱째, 마인드셋의 하위요인인 성장마인드셋은 고등학생의 모든 사회적 지지원과 자기조절학습능력 간에 매개효과가 있었다. 일반학생의 성장마인드셋은 모든 사회적 지지원과 자기조절학습능력 간에 매개효과가 없었다. 영재학생의 성장마인드셋은 부모지지와 자기조절학습능력, 친구지지와 자기조절학습능력 간에 매개효과가 있었고, 교사지지와 자기조절학습능력 간에는 매개효과가 없었다.

The purpose of this study is to investigate the structural relationship among high school students'' social support, mindset, grit, and self-regulated learning ability and to examine whether there is a difference between the gifted and general students in the level and structural relationship. The subject of the study was the gifted in science high schools in D and G metropolitan cities and G and C cities and general students with similar group sizes and grade levels in the same region. A survey was conducted on 1067 people from June 21, 2021, to July 16, 2021, after the final exams were over. The cluster sampling method was applied and a total of 1011 surveys were used for the final analysis, excluding 56 copies judged to be unreliable.
For statistical processing of data, frequency analysis, exploratory factor analysis, reliability analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, moderating effect analysis, and moderated mediating effect analysis were performed using SPSS 26.0 and AMOS 21.0 programs. The significant findings of the study were as follows:
First, parental support of high school students had a positive effect on consistency of interests, perseverance of effort, and growth mindset, and had a negative effect on fixed mindset and no effect on self-regulated learning ability. Parental support of general students had a positive effect on consistency of interests and perseverance of effort, had a negative effect on fixed mindset, and had no effect on self-regulated learning ability. Parental support of gifted students had a positive effect on perseverance of effort and growth mindset, and had a negative effect on fixed mindset and no effect on consistency of interests and self-regulated learning ability.
Second, teacher support of high school students had a positive effect on self-regulated learning ability and growth mindset but did not affect on consistency of interests, perseverance of effort, and fixed mindset. Teacher support of general students had a positive effect on self-regulated learning ability and growth mindset, and had a negative effect on consistency of interests and fixed mindset and did not affect on perseverance of effort. Teacher support of gifted students had a positive effect on self-regulated learning ability but had no effect on consistency of interests, perseverance of effort, fixed mindset, and growth mindset.
Third, high school students'' friend support had a positive effect on the growth mindset but did not affect on self-regulated learning ability, consistency of interests, perseverance of effort, and fixed mindset. General students'' friend support had a positive effect on perseverance of effort, but did not affect on self-regulated learning ability, consistency of interests, fixed mindset, and growth mindset. Gifted students'' friend support had a positive effect on self-regulated learning ability and growth mindset but did not affect on consistency of interests, perseverance of effort, and fixed mindset.
Fourth, consistency of interests of a sub-factor of grit had no mediating effect between each type of social support and self-regulated learning ability of high school students, general students, and gifted students.
Fifth, perseverance of effort, a sub-factor of grit, had a mediating effect between high school students'' parental support and self-regulated learning ability, but had no mediating effect between teacher support and self-regulated learning ability, and friend support and self-regulated learning ability. General students'' perseverance of effort had a mediating effect between parent support and self-regulated learning ability, between friend support and self-regulated learning ability, and no mediating effect between teacher support and self-regulated learning ability. Gifted students'' perseverance of effort had a mediating effect between parental support and self-regulated learning ability but had no mediating effect between teacher support and self-regulated learning ability, and between friend support and self-regulated learning ability.
Sixth, fixed mindset of a sub-factor of mindset had no mediating effect between all social support and self-regulated learning ability of high school students. The fixed mindset of general students had a mediating effect between parent support and self-regulated learning ability, between teacher support and self-regulated learning ability, and no mediating effect between friend support and self-regulated learning ability. Gifted students'' fixed mindset had no mediating effect between each type of social support and self-regulated learning ability.
Seventh, growth mindset of a sub-factor of mindset had a mediating effect between all kinds of social support and self-regulated learning ability of high school students. General students'' growth mindset had no mediating effect between each type of social support and self-regulated learning ability. Gifted students'' growth mindset had a mediating effect between parental support and self-regulated learning ability, between friend support and self-regulated learning ability, and no mediating effect between teacher support and self-regulated learning ability.