جستجوی مقالات مرتبط با کلیدواژه « دانش آموزان تیزهوش » در نشریات گروه « روانشناسی »

The present study was conducted to determine the effectiveness of possibility language teaching on cognitive avoidance and philosophical thinking of gifted schoolgirls. This study was an experimental study with pre-test-post-test design and control group. The statistical population of the study consisted of 388 female students of gifted schools in Golestan province.To determine the sample size, according to Krejcie-Morgan table and random sampling method, 185 people were selected for initial screening and answered the cognitive avoidance and philosophical thinking questionnaires.Forty-five people had high cognitive avoidance and low philosophical thinking, of which 30 were selected by simple random sampling and divided into experimental and control groups. The experimental group underwent language training for 10 sessions weekly and online through Shad Education Network (25 minutes per session).Covariance statistical method was used to analyze the research data.The results showed that there was a significant difference between the post-test means of the experimental and control groups; This means that the possibility of language teaching reduced the rate of cognitive avoidance and increased the philosophical thinking of students in gifted schools in Golestan province.

Gifted students, characterized by unique qualities, exhibit specific emotional, social, and educational needs, impacting their growth and well-being (1, 2). Challenges faced by gifted individuals include academic underachievement, future anxiety and solitude tendencies, reduced psychological well-being, and diminished life satisfaction and perceived stress levels (4-7).Life satisfaction, a cognitive evaluation of one’s quality of life, is linked to increased general health, academic success, and student self-regulation (10, 11). Future anxiety, characterized by uncertainty and fear of impending changes, affects gifted students, leading to avoidance of future planning and negative emotional indicators (10, 12).Contrary to the assumption that highly intelligent students experience less anxiety, research suggests gifted students face heightened fears of failure and future anxiety due to high expectations (13, 14). Stress is more prevalent among high school students, posing a significant public health challenge (16). For various reasons, gifted students experience higher stress levels, requiring further research (18).Various therapeutic methods have been explored, with cognitive-behavioral therapy (CBT) showing promise. Mahasneh et al. (2022) found that a cognitive-behavioral group counseling program reduced anxiety and future psychologicalstressin gifted students (22).This study aims to investigate the effectiveness of cognitive-behavioral training on life satisfaction, future anxiety, and perceived stress in gifted students, addressing whether such training positively impacts their well-being.

The present study employed a quasi-experimental design with a pretest-posttest control group and follow-up. The statistical population included female-gifted Farzanegan high school students in Mazandaran for the academic year 2022-2023. The initial sample consisted of 187 students in the first and second grades of high school. Thirty participants were voluntarily selected based on inclusion and exclusion criteria, with 15 assigned to the experimental group and 15 to the control group through random allocation.Before the intervention, participants underwent a pretest measuring life satisfaction, future anxiety, and perceived stress. Subsequently, the experimental group received eight sessions of cognitive-behavioral training, while the control group received no intervention. Posttests were administered to both groups, and a follow-up test was conducted two months after the completion of the training sessions.The sample size for this research was determined using G*Power software based on an effect size of 0.25, an alpha level of 0.05, and a power of 0.95. Inclusion criteria involved a lack of appropriate psychological well-being based on low scores on the psychological well-being questionnaire, a typical family situation (living with both parents), and willingness to participate in the research. Exclusion criteria included abnormal family situations such as divorce and a conscious unwillingness to participate.The research instruments included the following measures: 1. Satisfaction with Life Questionnaire (1985) (24), 2. Future Anxiety Scale (1996) (26), and 3. Perceived Stress Questionnaire (1983) (28).
Data were analyzed using descriptive statistical methods, including mean, standard deviation, frequency distribution table, repeated measures analysis of variance, and SPSS-22 software.

The mean age of all participants was 15.67 years, with a standard deviation (1.41). In the experimental group, the mean (standard deviation) age was 15.60 (0.98), and in the control group, it was 15.33 (1.11). The minimum and maximum ages in both groups ranged from 14 to 17. All participants were engaged in education.Ten participants (66.67%) scored between 19 and 20, and 5 (33.33%) scored between 18 and 19. In the control group, nine participants (60%) scored between 19 and 20, and six (40%) scored between 18 and 19. Additionally, regarding family size, in the experimental group, seven participants (46.67%) had one child, seven participants (46.67%) had two children, and one participant (6.67%) had more than two children. In the control group, seven participants (46.67%) had one child, six participants (40%) had two children, and two participants (13.33%) had more than two children. Furthermore, the results of the chi-square and independent samples t-test were reported, examining the homogeneity of the experimental and control groups. Since the chi-square value for family size, GPA, and age did not show statistical significance (P>0.05), it can be concluded that the two groups were homogenous in terms of family size, GPA, and age. The independent samples t-test for the age variable also revealed no significant difference between the mean ages of the experimental and control groups (P>0.05), confirming the homogeneity of the two groups.The results demonstrated that cognitive-behavioral training in the experimental group increased life satisfaction in the posttest and follow-up compared to the pretest (P<0.05). Additionally, the mean scores of future anxiety and perceived stress in the experimental group decreased from the pretest to the posttest and follow-up (P<0.05).

The present study concluded that the application of cognitive behavioral therapy to gifted students has a positive effect on life satisfaction. Similarly, this approach can help reduce future stress and anxiety and prepare students to face life’s challenges. In the educational environment, these results can help organizations and schools formulate their educational programs in such a way that they improve the psychological and social health of students at the same time, in addition to academic advancement. This intervention can be used as a comprehensive and appropriate tool in the process of educating students who are intelligent and sensitive to psychological issues. Moreover, it is recommended to use cognitive behavioral intervention concepts in textbooks such as thinking, psychology, and family management to increase the psychological well-being of gifted students.

The aim of this study was to investigate the effect of a short-term solution-oriented approach on the coping styles and mental vitality of gifted students. The method of this research was quasi-experimental and the research design was pretest-posttest with a control group. The statistical population of the study included all gifted ninth-grade female students in Urmia in the first six months of the 2019-2020 academic year. The mental vitality questionnaire was distributed among them and 30 people who scored lower on this test than the others were selected by voluntary purposive method and randomly divided into two equal groups (each group of 15 people). The experimental group received solution-based group therapy for 8 sessions of 90 minutes per week, and the control group was placed on a waiting list. In order to collect information, the Way Of Coping Questionnaire )WOCQ) (Lazarus and Folkman, 1984) and Mental Happiness Questionnaire (SVS) (Frederick, 1997) were used. Multivariate analysis of covariance was used to analyze the research data. The findings of the study showed that by controlling the effect of the pre-test, there was a significant difference between the mean post-test scores of the experimental and control groups in the variables of coping styles and mental vitality (P< 0/001). It can be said that the short-term solution-oriented approach is effective in reducing the emotional-oriented coping style and increasing the problem-oriented coping style and mental vitality of gifted students.

The aim of the present study was to compare the experience of flow, mindfulness in gifted and normal students. Identifying psychological differences between gifted and normal students and considering them in education programs can lead to greater growth and development among them.

 According to the nature of the subject, the present research method was causal-comparative. The statistical population of this research was all students of second secondary schools in Ardabil city (24931 people) in the academic year of 2021-2022. The statistical sample of the current research is 400 students (200 gifted and 200 normal) who were randomly selected in a cluster. Martin and Jackson's Academic Flow Questionnaire and the short form of the Freiburg Mindfulness Questionnaire were used to collect data. Multivariate analysis of variance (MANOVA) test was used to analyze the data.

The results showed that there was no significant difference between the experience of flow and mindfulness in two groups of gifted and normal students (p>0.05).

Conclusion:

Therefore, paying attention to these results, it can be said that each group of gifted and normal students needs attention regarding the studied variables.

Cognitive rehabilitation is a treatment that emphasizes the role of executive functions as one of the valuable treatments for reducing cognitive and executive problems. Cognitive rehabilitation can be considered a kind of learning experience aimed at restoring brain functions that have problems. Computer-assisted rehabilitation focuses on the neuropsychological processes using computer-based exercises to train cognitive functions instead of paper-and-pencil methods. With the ever-increasing progress of computer technologies and the accuracy and ease of their use, various computer programs have been designed in cognitive fields, especially working memory, which is one of the components of executive actions. (22). Neurological skills are developed through experience, training and learning. These skills are automatically strengthened in most children and students, but children with special needs face problems with such skills, and they must be taught (24). Constantly, low-achieving gifted students are overlooked as a significant part of this group (23). At the same time, the research results of Pumaccahua et al. (2017) showed the effectiveness of computer-based cognitive rehabilitation strategies in improving children's cognitive abilities (13). As a result, in the last three or four decades, due to the pervasiveness of the consequences of cognitive disorders, many cognitive defects that computer-assisted cognitive rehabilitation strategies can compensate for the defects and increase the quality of life of these children. This issue needs special attention paid.

The method of the present research was a descriptive quasi-experimental type. The statistical population included all students between the ages of ten and 12 in special gifted/talented boys' schools in Sanandaj city, Iran, in the academic year of 2018-2019. The number of 112 participants, of which 18 participants were available (nine participants in the experimental group and nine in in the control group), were selected as the sample size. The cognitive rehabilitation software was Captain Log (2014 version) and Kanzer's neuropsychological profile standard questionnaire (2004). Besides, experts confirmed the validity of these questionnaires. The reliability was calculated through Cronbach's alpha coefficient (0.81). Ultimately, for data analysis, descriptive (calculation of mean and standard deviation), inferential (Kolmogorov-Smirnov test and analysis of covariance (ANCOVA)), and Carbs assumptions (Regression and Levene’s tests) using SPSS-26 software were used.

Based on the F value, the results showed a significant difference between the groups (control and experiment) (P<0.05 and F=10.257). This means a significant difference (by controlling the pre-test factor) between the neurological scores of the experimental and control groups. Accordingly, the proposed research hypothesis was confirmed. Therefore, it can be concluded that computer-assisted cognitive rehabilitation affected the neurocognitive profile of gifted/talented students in special schools in Sanandaj city, Iran. Similarly, the value of eta square showed that approximately 85% of the variance of the neurological profile was explained through computer-assisted cognitive rehabilitation.

The findings of the present study concluded that computer-assisted cognitive rehabilitation affects the neurocognitive profile of gifted students in special gifted schools in Sanandaj city, Iran. According to the research results, it can be mentioned that the brain, a flexible organ that can find its lost function by restoring itself. In the recovery process, other brain areas take over the damaged parts, and new neural pathways are formed. Therefore, computer-assisted cognitive rehabilitation programs for the brain to recognize and shape these alternative ways minimize the adverse effects of brain injuries.
Ethical Considerations
Following the principles of ethics in research
In this research, the principles and rules of scientific ethics, such as trustworthiness, confidentiality, informed consent, and honesty, have been taken into consideration by the researchers. The authors tried to comply with ethical issues such as obtaining consent for research, checking the results during the research, and the executive responsibility of the research.
Authors’ contributions
Mohammad Fatehi: Was involved in the design of the study, data collection, data analysis, and article writing. Saeed Rezaei: Participated in the study's design, revision, and revision of the article. Parviz Sharifidaramadi: Participated in revising the article. All three authors read and approved the final version of the article.
Funding
This research was not under the financial support of any institution and was carried out at the personal expense of the researchers.
Acknowledgments
The authors thank and appreciate the cooperation of all participants in the present research.
Conflict of interest
The authors declare no conflicts of interest.

The aim of this study was the mediating role of social adjustment in the relationship between mind theory and self-efficacy with the tendency to virtual networks in gifted students. The research method was descriptive-correlation and in particular path analaysis. The statistical population of the present study was all 300 gifted students of Secondary School Sampad Secondary School in 11 experimental fields in the academic year of 2019 in Gorgan. Mojardi, et al (2014) tendency to virtual networks questionnaire, Steerneman (1994) theory of mind questionnaire, self-efficacy Shereer (1982), California Test Personality (1953) were evaluated. The results showed that The research model was fitted and validated and explained 0.58 of variance in tendency to virtual networks by theory of mind, self-efficacy and social adaptation and social adaptation had a mediating role in the relationship between theory of mind with tendency to virtual networks. Changes in the tendency for cyberspace based on direct theory of mind and indirect social adjustment can be explained in gifted students and this study has practical implications for school counselors.

This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the present study were selected using random stratified random sampling, included a sample of 300 students (140 boys gifted and 160 girls gifted). To collect the required data four educational questionnaires were used including Zarang Questionnair(2011), Maurice Academic Self-Efficacy Questionnaire(2001), Taylor's Educational Performance Questionnair(1999), a Trick and Mouse School climate understanding Questionnaire (1973). To analyze the collected data, the Pearson correlation coefficient was used and SPSS 18 and Amos 18 were used for evaluating the proposed model. The findings of the present study showed that the current pattern of development goals in the research community is valid (RMSEA = 0.08). Gifted students have a positive and significant relationship in all direct paths of academic engagement and academic self-efficacy with the component of the school meditation. Moreover, the indirect paths of research in academic engagement and academic self-efficacy with the mediation of school meditation have an effect on academic performance.

The present study was conducted to compare the academic engagement, emotional creativity and academic self-efficacy in gifted male and female students.

This study is a comparative cross-sectional study. The population of this research is the foundation of all gifted students of first, second and third high school in Ardabil in 94-93 school year. That among these 60 gifted students were girls and 60 gifted student boys, finaly 120 cace were selected randomly. For information collected was used from questionnaires Schafeli (2002), list of creativity Emotional Averill (1999) and academic self-efficacy questionnaire Mac Elroy & Banting (2002). Data were analyzed by the SPSS 20 software using descriptive statistical methods (mean and standard deviation), and inferential statistical methods (Multivariate analysis of variance (MANOVA).

The results show that the gifted female students excel in academic engagement and components of absorbing and devotion themselves, whereas the gifted male student excel in emotional creativity and components of innovation, readiness and effectiveness - originality, Between the two groups there was no significant difference in the academic self-efficacy.

According to the results, it is essential stakeholders of education in the use of educational policies and teaching practices, gender and individual differences of student in mind.

The purpose of this study was to investigate the effectiveness of teaching metacognitive strategies on self-esteem, perceived competency and mental health of gifted girls of middle school students. The research method was quasi-experimental and pre-test and post-test design with two groups. The statistical population of this study was 1172 high school students In the Karaj city in the academic year of 2016-17. 32 of them were randomly selected in the group. The instruments used in this study were SEI, SPPC & GHQ. At first, three tests accomplished with samples. Then the metacognitive strategies were learned to the experimental group for 60 minutes in 6 sessions. After that, both group members accomplished post-test and after 30 days, follow up was taken. The data from pre-test, post-test and follow up were analyzed using covariance analysis. The findings of this study showed that teaching metacognitive strategies were effective on increasing self-esteem, perceived competency and improving mental health (P<0.05).

The aim of this study wasto predict mathematics talent on the basis of creativity and personality types in primary school gifted students. The research tools wereWechsler Intelligence Scale for Children, fourth edition (2003), Torrance Tests of Creative Thinking (1372), Personality TpesIndex (Murphy – Meiesger, 2011),and the researcher-developed MathematicsTalent Evaluation Scale (Teacher Form). The statistical population comprisedofall the sixth grade primary school gifted students of Esfahan, from whom 282 students (148 girls and 134 boys) with an IQ of 130 and above were selected. The results of the structural equation modeling revealed that the data fitted the model and that the variables creativity and personality types predicted%38 of the variance for the variable mathematics talent, and the effect of both variables of creativity and personality types on mathematics talent was significant (P<0.05).Therefore, using both variables, mathematics talent can be directly predicted at about average and above.

This study aimed to analyze the full-time grouping approach in Estedad Derakhshan schools. For this purpose, the qualitative method was used. The population included graduates, parents, educators, managers and specialist of G/Tstudents. The sample consisted of 48 people selected with purposive sampling, who were deeply interviewed. After saturation of opinions, for analyzing data, statements were extracted, coded, composed and categorized. The findings included 13 categories: incomplete impression of the concept of G/Tstudent, incomplete G/Tstudent identification, damage of Full-time grouping method, the challenge of G/T position separation in education structure, low alignment with educational justice, lack of attention to instructive programs, mismatch of curriculum with G/T individual characteristics, parents' impossible expectation, educational management defects, the shortage of professional teachers, mutual excessive expectations of society and G/Tstudent, low attention after graduation and the absence of retention schedule for G/Tstudent. Based on the findings, which are divided to four categories: Theories about Giftedness, performance approach, internal and external organizational factors of education, it follows that the implementation of full-time grouping should be minimized and comprehensive planning must be done to eliminate the educational defects of G/Tstudents.

This quasi-experimental study with pretest-posttest control group design compares the effectiveness of instruction by means of educational computer games on critical thinking skills and creativity of gifted students in Tehran. The population included all male gifted students in fifth grade primary schools studying in 2013-2014academic yearin Tehran. The sample included 60 gifted students of the fifth grade primary school. Due to the limitations,conveniencesampling was opted. Critical thinking and Torrancecreativity questionnaires were used as data collection instruments. The results showed that after adjusting pretest scores, there was a significant difference between groups (P

This study was aimed to determine the effectiveness of spiritual intelligence training on subjective well-being in gifted students of high school. Twenty four students were selected randomly by a multistage cluster sampling method, and were assigned to experimental and control groups. The research method was quasi-experimental with pretest, posttest and control group. Spiritual intelligence training for the experimental group was arranged in seven sessions, each lasting 90 minutes. The control group received no training. Diener, Emmons, Larsen & Griffin life satisfaction test (SWLS), and Watson positive and negative affect questionnaire were used to gather the data. The data was analyzed through covariance analysis. The results showed that spiritual intelligence training had a significant effect on positive subjective well-being; however, there was no significant effect on negative affect and life satisfaction in students.

The purpose of the present study was to investigate right and left brain hemispheres’ capabilities in gifted students with and without learning disabilities. This causal-comparative study was conducted on 23 gifted students with learning disabilities (17 girls and 6 boys) and 29 gifted students (17 girls and 12 boys) who studied in third to fifth grades of elementary school in Shiraz. Purposive sampling was used to identify participants. Wechsler Intelligence Scale for Children-IV (2003), Screening Inventory Reading Test (2009), Torrance Creative Thinking Test, Keymath Test (1999), Reading and Dyslexia Test (2005) and The Kingore Observation Inventory (2001) were used as formal tools in this study. In addition, the state achievement tests, workbooks and teacher's comments were considered. The data in this study were analyzed by descriptive and inferential statistics. The results showed that there were significant differences between two groups in creativity, sense of humor, visual processing speed, fluid intelligence, and nonverbal fluid reasoning that relate to the capability of the right hemisphere (p

The main objective of this study was to examine the effects of hidden curriculum on gifted students’ sociability in Tehran. The study was carried out in 2013-2014 academic year. In this applied research the research design was descriptive-correlational. The instrumentation comprised a 70-item researchermade questionnaire whose validity was approved by specialists and whose validity was calculated to be 0.78 using Cronbach’s alpha. The population of the study and the sample size comprised 4528 and 360 students, respectively. For the purpose of data analysis Pearson correlation coefficient, comparison of means, and one-way analysis of variance were utilized. Results indicated that there was a significant relationship between students’ sociability and the schools’ norms and values. In addition, a reverse association was found between students’ sociability and the teacher-principal-parent relations. The relations among teachers as well as the relations among parents did not have much influence on students’ sociability. However, a significant association was observed between relationships among students and their sociability. Furthermore, a relatively weak association was found between gifted student’s attitude toward their giftedness label and their sociability.

This study was carried out to determine the correlation between expressive and receptive language in intellectually gifted and normal female elementary students. The study sample comprised all female students of grades 1 to 3 in elementary schools across the city of Isfahan. Subjects’ age ranged between 6 to 8 year. The sample was selected through multiphasic sampling method from different zones in Isfahan. Using the Cattell Intelligence Test''s A form، students were divided in two groups، the intelectually gifted and normal. The sample included 60 intellectually gifted and 60 normal students. Linguistic variables were measured via Testing of the Language Development (TOLD-P). Pearson correlation coefficient was employed to analyze the data. There found to be a positive correlation between the expressive and receptive language in gifted and normal female students. The correlation appeared to be more pronounced in intellectually gifted as compared to normal students however، statistical analysis failed to show any significant difference between the two groups. The findings have undergone critical discussions on theoretical basis.

the purpose of the present study was to predict the dimensions of self-awareness from personality traits in gifted students. Two hundred and thirty nine gifted students (120 girls, 119 boys) were selected from two high schools using purposive sampling. The participants completed the Big Five Personality Questionnaire (BFPQ; Goldberg, 1999)and the Self-Consciousness Scale (SCS; Realo & Allik, 1998).The results indicated significant correlations between personality traits (openness to experience, conscientious, agreeableness, extraversion, and neuroticism) and dimensions of self-awareness (private self-awareness, public selfawareness, and social anxiety). The multiple regression analysis indicated that openness to experience and conscientiousness predicted private self-awareness, and agreeableness and neuroticism predicted public self-awareness positively. Also, neuroticism predicted social anxiety positively, and extraversion predicted social anxiety negatively.

This study aimed at investigating the effect of group emotional intelligence training on Training in junior Gifted Students’ Psychological Well-beingin the second area of Isfahan city. Research method is quasi-experimental with pre-test، post-test design and follow-up testing with placebo and control group. Population of this study was the students of Imam Sadiq School in Isfahan who were admitted in this school based on specific measures including IQ and an entrance exam. A sample of 45 students was selected by simple random sampling. Then these subjects were put into three groups of fifteen: experimental group، placebo group and control group. In order to measure the main variables of the model، Baron’s emotional intelligence and Ryff’s psychological well-being were used. The pre-test was performed on the three groups and then the experimental group underwent eight 90-minute sessions. Following the intervention، the post-test was performed on the three groups and 2 months later the subjects were followed up. Then the data was analyzed by the analysis of covariance with repeated measures. Results of the covariance analysis with repeated measures showed that the emotional intelligence training could have an effect on increasing the psychological well-being and its components including self- acceptance، positive relations with others، autonomy، environmental mastery، meaningful life and personal growth. It seems that introduction of courses with emotional intelligence contents in schools can be effective in mental health and psychological well-being of the students.

This study investigates the prevalence of symptoms of attention deficit / hyperactivity disorder (ADHD) in gifted students of Kohgiluyeh and Boyer-Ahmad province. The present study is a descriptive (epidemiology) research. 1800 students (800 girls & 1000 boys) were selected using multistage cluster sampling from among 34,529 students of state and private middle schools in the academic year 2010–2011. Finally, the participants we selected were 220 students (77 girls & 143 boys) with an IQ of 127 or more. The data were collected by diagnostic questionnaire of attention deficit/hyperactivity disorder, clinical interview with students and their mothers, and Raven Progressive Matrix. The data were analyzed by descriptive statistical method and Chi square test. Generally, 8/2 percent of gifted students (%6/8 of whom were girls and %9 were boys) had ADHD symptoms. Thus, considering the standard error of estimate, the overall prevalence of attention deficit/hyperactivity disorder in gifted students was seen to be in the range of 4/7 to 11/7 percent. ADHD symptoms can affect the intelligence of students. Therefore, belated diagnosis of ADHD in gifted students might cause problems in their treatment and also their academic and social progress. The results of the present study can be applied in educational settings and show the necessity of providing psychological and counseling services for management and treatment of this disorder. Offering such services in schools for gifted students could prevent the negative consequences of this disorder in their educational and social life.