<p>The lack of a growth mindset in gifted students can be considered a potential risk factor for their resilience. The literature reveals significant relationships among growth mindset, resilience, emotion regulation, and prosocial behavior. This study aims to investigate the mediating roles of emotion regulation dimensions (e.g., internal-external, functional-dysfunctional) and prosocial behavior in the relationship between growth mindset and resilience in gifted students. The research includes a total of 261 gifted students, consisting of 153 boys (58.6%) and 108 girls (41.4%). The results indicate a positive and significant relationship between growth mindset and resilience. Furthermore, emotion regulation and prosocial behavior were found to play a mediating role in the relationship between growth mindset and resilience. Emotion regulation and prosocial behavior appear to bolster the positive effect of growth mindset on resilience, thereby enhancing the gifted students’ ability to cope with emotional and social difficulties. In this sense, interventions aimed at developing emotion regulation and prosocial behavior skills in gifted students can be said to be effective methods for strengthening the relationship between growth mindset and resilience.</p>