جستجوی مقالات مرتبط با کلیدواژه "giftedness" در نشریات گروه "روانشناسی"

One of the most fundamental challenges facing researchers interested in the field of gifted psychology is deep and contextual understanding of the phenomenon of gifted underachievers. Based on the available evidence, in response to the question of the existence of gifted underachievers, personal causes are distinguished from contextual causes within a macro-level classification system. In this study, inspired by the principles of socio-ecological systems theory, a phenomenological approach is employed to explore the lived experiences of underachieving gifted adolescents of their parenting context. Thirty-three underachieving gifted students were purposively selected from SAMPAD schools in Tehran and Guilan provinces. The data were collected through in-depth interviews, and textual analysis of the qualitative data obtained form interviews was conducted using a descriptive phenomenological approach and the Stevick-Colaizzi-Keen method. The results included 9 themes, namely “compassion for others vs. criticism of others, empathic response vs. lack of empathic response, active coping vs. maladaptive encounter, multilateralism vs. unilateralism, process-oriented thinking vs. outcome-oriented thinking, learning from negative experiences vs. fear of failure, reflection vs. impulsivity, positive other-talk vs. negative other-talk and non-judgmentalism vs. judgmentalism, and 69 sub-themes, which all depicted the perception of underachieving gifted adolescents of their parenting context. Overall, adopting a phenomenological approach to understanding the phenomenon of gifted underachievers, while emphasizing the characteristics of parenting context, provides rich knowledge that identifies multiple determinants of the emerging and complex academic non-strength in the educational domain as a special combination of uncaring parenting behavior and motivation for an academic lifestyle which inhibits health in adolescents

Creativity is crucially important for talented people because it helps them potentially increase their power and this is for the benefit of society. The present research has endeavored to examine the effectiveness of a comprehensive Creative Problem Solving Program in increasing the creativity of gifted students. This quasi-experimental study had a pretest-posttest control group design. The sample was comprised of 50 gifted male students in grades three through six and their parents. The students were randomly assigned to experimental and control groups. Torrance Test of Creative Thinking (TTCT) (figural version) was given to both groups. There were 12 training sessions for the students and 4 family-centered training sessions for the parents. The content of the sessions for the students includes games, group interactive activities, and multiple intelligence dimensions (including storytelling, reading stories, music, drama, motor skills, etc.). Due to the importance of games, the program and activities for the children were based on games and entertainment. The content of the training sessions for the parents included strategies to enhance creativity and parenting styles of gifted students. The results of ANCOVA were indicative of the effectiveness of the Creative Problem Solving Program. The results of the study demonstrated that there was a significance difference between pretest and posttest scores of the experimental and control groups (P<0.005) in the dimensions of TTCT, namely, fluency, flexibility, originality, and elaboration. The findings of the study revealed that the creativity of gifted students can be fostered through appropriate programs incorporating entertaining. To better estimate these effects, future research should consider the potential effectiveness of longitudinal studies. It is also recommended that this program be administered to regular students.

The aim of this study was to compare psychological distress (stress, depression, anxiety), mindfulness, and academic self-efficacy among gifted and normal students. The research design was descriptive and causal-comparative. The statistical population of the study included all first-year high school students in Ardabil in the academic year of 2019-2020. 200 students (100 gifted students - 100 normal students) were selected by multi-stage cluster random sampling. Data were collected using Levinda Psychological Distress Questionnaire (DASS-21), Brown and Ryan Mindfulness Questionnaire (MASS), and the Jenkins and Morgan Academic Self-Efficacy Questionnaire (ASEQ) and analyzed by multivariate analysis of variance (MANOVA). The results showed that there was a significant difference between the two groups in the variables of psychological distress, mindfulness, and academic self-efficacy (P<0.01). Mindfulness and academic self-efficacy of gifted students were significantly higher than normal students and psychological distress of gifted students was significantly lower than normal students (P <0.01). Based on the findings of the present study, it can be stated that the variable of intelligence has an important role in mindfulness, academic self-efficacy, and psychological distress.

Emotional empathy and poor social skills are among the problems that depressed gifted schoolgirls suffer from. The aim of this study was to evaluate the effectiveness of positive mindset training on social skills and emotional and cognitive empathy of gifted female students with nonclinical depression.

The research method was quasi-experimental with pre-test and post-test design with control group. In order to conduct research among 30 high school intelligent female students in Shahroud in 1398, 30 students were purposefully selected based on entry and exit criteria and randomly divided into two experimental groups (15 people) and control group (15 people). ) Were assigned. A social skills questionnaire and an empathy questionnaire were used to assess the research variables in the pre-test and post-test stages. The positive mindset group was treated for twelve sessions and the control group did not receive any treatment. Data were analyzed by univariate and multivariate analysis of Manqua covariance.

The results showed that between positive mindset intervention with control group in appropriate social skills, antisocial behaviors, aggression and impulsive behaviors, hegemony, high self-confidence and peer relationship and emotional and cognitive empathy in post-test post-control Pre-test There is a significant difference. (05/0 = P).

The results indicate that positive mindfulness intervention is an effective treatment in improving social skills and emotional and cognitive empathy of depressed 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

Aim: To investigate and compare the Structure of vocational interest in gifted and non-gifted high school students, based on Tracey's Spherical Model in Shahre-kord.
The method used in this descriptive study was causal-comparative. 400 participants were selected by using random sampling. data was collected using A Tracy's personal globe questionnaire. The data was analyzed using independent T- Test.
The results showed that in five scales of vocational interests, among eight basic interest types(social facilities, managing ,business detail,data processing & mechanical), there are significant differences in Lower prestige interest types(Quality control & basic services),Holland RIASEC Types(realistic, social, enterprising & conventional) among gifted and non-gifted students. The mean differences were higher in ordinary schools’ students but in two types of dimensional scales in gifted students (people/thing, data/ ideas) the means were significantly higher.
According to the study, it can be concluded that despite the personality traits of gifted students, differences in their interests are only apparent in a few number of scales, due to different learning environments, uncommon styles of teaching, being under pressure by society & their family who suppress their interests. our recommendation for their teachers & family is attempting to identify student's interests as much as other educational dimensions.

It is necessary to notice the relationship between creativity and thinking styles because creative performance can be affected by the way people think. The purpose of the present study was to predict the creativity dimensions based on components of thinking styles among talented and high-achiever university students. This descriptive correlational study was performed on 147 (52 males and 95 females) talented and high achiever students in Shiraz University selected purposively. Abedi Questionnaire of Creativity and Wagner-Sternberg Thinking Styles Questionnaire were used as measurement instruments. Data were analyzed using descriptive statistics, Pearson correlation coefficient and stepwise regression by SPSS 16 software. The results showed that there is a significant positive correlation between components of Sternberg type 1 thinking styles and creativity. The results of stepwise regression showed some components of Sternberg type 1 thinking styles (legislative, judicial, global, liberal) predicted all dimensions of creativity and general creativity. components of Sternberg type 1 thinking styles can be considered as influential and fundamental construct in improving and reinforcing creativity. Therefore, effective measures can be taken by training type 1 thinking styles role in improving creativity.

The purpose of this descriptive-correlational study is to investigate the relationship between goal orientations in mathematics and dimensions of creativity among students of schools for the gifted and talented, public schools for high achieving students, and ordinary public schools. To this end, 410 high school junior students (216 girls and 194 boys) are selected by stratified-cluster sampling. Mathematics Goal Orientations Scale and Multiple-Choice Paper-Pencil Questionnaire of Creativity are used as measuring instruments. The components of Mathematics Goal Orientations Scale include mastery goal-orientation, performance-approach goal-orientation, and performance-avoidance goal-orientation. Fluency, elaboration, originality, and flexibility are the four dimensions of Multiple-Choice Paper-Pencil Questionnaire of Creativity. Previous investigations in Iran have revealed validity and reliability of these instruments. Also, internal validity of these instruments is confirmed in the present study. The results are indicative of positive correlations between mastery goal-orientation, performance-approach goal-orientation and dimensions of creativity. In contrast, there is a negative relationship between performance-avoidance goal-orientation and dimensions of creativity. Multiple regression analysis revealed that mastery goal-orientation is the most important predictor of creativity dimensions and total creativity. Also, performance-approach goal-orientation positively predicted flexibility of creation. Increase in performance-avoidance goal-orientation reduces creativity in terms of fluency. This investigation revealed that students of regular public schools, achievers are less mastery goal-oriented compared to students of public schools for high. In contrast, these students are more performance-avoidance goal-oriented compared to high achievers. In addition, students of schools for the gifted and talented and public schools for high achievers are more fluent in thinking. Students of public schools for high achievers showed more fluency and elaboration in comparison with students of ordinary public schools.