Comparison of metacognitive beliefs, mind control strategies and documentary styles Talented and normal students

The aim of this study was to compare metacognitive beliefs, thought control strategies and attributional styles of gifted and ordinary students.

The statistical population of the study included gifted and ordinary high school students in Damghan (3000 people). From this community, 300 talented and ordinary students of all secondary schools in four schools of Damghan were selected as a sample by cluster random sampling. To collect the research data, questionnaires of attributional styles (Seligman et al., 1979), thought control (Wells and Davis, 1994) and metacognitive beliefs (Carnesite and Huttonwalls, 1997) were used. Data analysis was performed using independent t-test and analysis of variance with SPSS-20 software.

Findings showed that there is a significant difference between gifted and ordinary students in terms of metacognition strategies, thought control and some attributional styles. Metacognitive beliefs and thought control strategies of gifted students are stronger than normal students. But the writing styles of ordinary students are greater than those of gifted students.

Due to the benefits of cognitive beliefs and the consequences of incorrect attribution styles in students, it is suggested that teachers teach and strengthen these skills in gifted and ordinary students.