Investigating the Relationships of Dimensions of Wisdom with the Academic Vitality and Psychological Well-Being in Gifted Female Students

The educational and psychological status of gifted individuals plays an essential role in the ability to evaluate life; hence, the present study aimed to investigate the relationship between dimensions of wisdom with the academic vitality and psychological well-being in gifted female students.

The present study was descriptive-correlational and its statistical population consisted of all female first-grade high school students at SAMPAD schools of Isfahan in the academic year of 2019-2020, and the research sample consisted of 85 students who were selected by simple random sampling. The research tools included Ardeltchr('39')s Wisdom Dimensions Questionnaire (2003), the Academic Vitality Questionnaire by Dehghanizadeh and Hossein-Chari (2012), and Ryffchr('39')s scale of psychological well-being (RSPWB) (1955). Pearson correlation test and linear regression analysis were used to analyze the data.

The results indicated positive and significant relationships between dimensions of wisdom with academic vitality (r=0.15), and psychological well-being (r=0.50), and the research hypotheses were confirmed (P<0.01). The results indicated that cognitive and reflective wisdom were predictors of academic vitality. Moreover, reflective and emotional wisdom were predictors of psychological well-being.

According to the results, wisdom was a reliable predictor of academic vitality and psychological well-being in gifted students; and wise students had higher academic vitality and psychological well-being