جستجوی مقالات مرتبط با کلیدواژه "gifted students" در نشریات گروه "علوم تربیتی"

Complications caused by individual differences such as interest, motivation, attitude and learning capacity have always been increasing. Many studies have been done on methods of teaching gifted and talented students. Some studies came to the conclusion that gifted learners should be trained in special classes and separated from the general curriculum. What is necessary in this process is to identify gifted students. In many cases, teachers are unable to recognize and identify their gifted students. Related studies about teachers' beliefs show the existence of a relationship between the framework of teachers' beliefs and their teaching methods in the classroom. The impact of teachers' superficial beliefs on their educational performance can be the cause of many problems. Therefore, in order to gain a deeper understanding and insight into teachers' beliefs about gifted students and the educational activities related to them in the classroom, the present research examines and explores this issue.The importance of teachers’ understanding and definition of gifted students lies in the fact that teachers adjust the type of their teaching methods and instructional activities with the educational needs of the learners. Judgement criteria in this regard are ambiguous. The existing vague and imprecise set of beliefs is an important obstacle on the way to recognize the gifted and then to use appropriate instructional activities. In the studies that have sought for the characteristics of gifted students in Iran, attributes such as having a creative thinking style and challenging the norms, mental awareness, high self-efficacy, capacity for self-regulation, ability to solve problems with Proper efficiency, intelligent and skillful use of metacognitive strategies are mentioned as important indicators of giftedness. The fit between the talented students and the learning environment is crucial in order to achieve the optimal level of learning. Teachers have attempted to coordinate instructional activities with goals of the curriculum. They tried to do that through enriching and increasing the content and also by accelerating the process of advancing the curriculum to help talented students in accordance with their special capacities. Despite the lack of research in this field, some other effective activities can be found in the literature as well.The current study was applied in terms of purpose and qualitative in terms of method. The population included junior secondary level teachers working in the cities of Nowshahr, Chalous, and Kelardasht located in the west of Mazandaran province. Purposive sampling was used to select the participants in the research, and as a result, 14 male and female teachers of the seventh to ninth grades from seven different schools were recruited. Their ages ranged from 29 to 46 years with an average of 37, and their teaching experience was between 5 to 21 years with an average of 12.35. The data collection tool in this research was a semi-structured interview. The content of the interview questions was reviewed and approved by five experts in the field of education, who were university faculty members with long experience in research and teacher training. The participants took part in individual and face-to-face interviews. Each interview session lasted nearly an hour on average.For data analysis, all interview sessions were carefully transcribed. Thematic content analysis method wiby using Nvivo 12 software was used to analyze them. For this purpose, both deductive and inductive approaches were followed. To ensure the validity and reliability of the research process, first, a part of the text of the interviews was presented to two experienced researchers as a sample and they were asked to code it. Then their initial codes were compared with the actual codes created in the process of data analysis. The calculated Cohen's kappa coefficient indicated the good quality of the coding process. In the next step, the results of the data analysis of each interviewee were shared with him/her and their approval was received.The thematic content analysis of the conducted interviews, in the section related to the teacher's beliefs about gifted students, led to the emergence of 59 initial codes, 15 categories, and 4 general themes of cognitive ability, metacognitive ability, social skills, and classroom behavior. Also, in the section related to teachers' instructional activities, 47 primary codes, 11 categories, and 3 general themes of teaching methods, assignments and exercises, and teachers’ guiding role were obtained.The findings showed that the participating teachers had a comprehensive understanding of the subject and do not suffer from one-sidedness and limited or stereotyped views. They did not only refer to the cognitive ability and intelligence of the gifted, but also to their learning skills and emotional and social dimensions. From this point of view, the findings of this research are significantly different from the findings of some previous ones. As far as the suitable instructional activities for the gifted are concerned, the educational methods and techniques that were mentioned in the interviews were a combination of the lived experiences and also the ideals of the interviewees. The teachers' beliefs indicated their relative agreement on the necessity of providing challenging content, giving more freedom and authority to gifted learners as well as to their teachers. The respondents also showed special attention to the beneficial role of group activities in enhancing the social skills of gifted learners and further motivating them. Finally, the issue of giving more autonomy and independence to such students alongside providing teachers with more freedom in planning and practice was emphasized tremendously.The findings of this qualitative research study indicate that teachers have an acceptable knowledge and understanding of gifted students and consider their various facets in defining and understanding such learners. In addition, they have diverse and operational thoughts and ideas for teaching and training gifted ones, and if they encounter such students, they will probably have the ability to guide and lead them properly. It is suggested that teachers should be given the opportunity to express their opinions in group and professional meetings, so that they can exchange views about teaching talented students. Also, it is necessary to hold specialized training courses for teachers to familiarize them with gifted students and ways to identify and interact with them. Beside these, it will be useful to compile a set of teaching principles and techniques for the talented performers.

The aim of this study was the effectiveness of schema therapy training on life satisfaction and quality of life of gifted students with symptoms of anxiety. The research method was semi-experimental based on pre-test-post-test with a control group. The statistical population included all students (180 peoples) with anxiety who referred to the counseling office of gifted High School in Khorram Abad city in 2023. The statistical sample consisted of 30 volunteers who were randomly divided into two groups of 15, a experiment group and a control group. The research tool included Veber & Sherboun Short-form Health questionnaire (SF-36) and Diener et al.'s life satisfaction questionnaire (SWLS(. After the pre-test, schema therapy intervention was performed in the experimental group in 8 sessions (one session per week as a group) and after that, the post-test phase was performed in both groups.The findings based on multivariate covariance analysis showed that in the post-test, at a significance level of 0.001, the life satisfaction and physical health and mental health mean in the schema therapy intervention group were significantly higher than those in the control group. As a result, Schema therapy intervention is an effective program to increase life satisfaction and quality of life of students with symptoms of anxiety.This treatment helps students to improve their insigt, turn negative schemas into positive ones, and by creating a purpose and meaning in their lives, reduce the anxiety them and increase their satisfaction with their lives. So, it is suggested to use schema therapy to increase the mental health of students with anxiety symptoms in the education environment.

The experience of developed countries shows that education, as the largest custodian of the next generation and human capital, has an important and sustainable role in the field of entrepreneurship and development of society and the country. In the meantime, there have always been great people who need teachers who can train innovative, creative and entrepreneurial students in order to develop their abilities and talents as much as possible. It is clear that the training of such students will be in the hands of capable teachers who have their own entrepreneurial spirit and beliefs. To achieve this, we will need to recognize the entrepreneurial competencies of teachers.Context: Considering these competencies in Gifted school teachers, we can expect teachers to engage in innovative activities and train students with entrepreneurial thinking. Goal:Our goal in the present study was to identify the entrepreneurial competencies of Gifted school teachers.

This research has been done with a qualitative approach and with focus group method. It was an Applied research and was conducted using semi-structured interview tools. After reviewing the scientific texts and accurate and systematic analysis of the interview texts, answers to the research questions were obtained. interviews in this study were 16 experts in education science, entrepreneurship and officials of the National Talent Organization, in order to identify the components of entrepreneurial competencies of Gifted school teachers using their expert opinions.

In the end, 477 concepts, 45 subcategories and 7 categories were extracted. Knowledge competencies, Skill competencies, Attitude competencies, Personality traits, Factors influencing creation, Outcomes, and Obstacles and Challenges were identified.

A teacher needs to to acquiring and using the knowledge of psychology and educational sciences, the teacher needs to be innovative and creative in teaching and in the classroom. For this purpose, one of the most important treatment solutions is to teach entrepreneurship to teachers. The consequences of these competencies are primarily related to the teacher himself. Consequences such as feeling of satisfaction, increased effectiveness, increased self-confidence are among the things that can be mentioned. They can also train students who have entrepreneurial spirit, motivation and belief.

This research was conducted with the aim of studying the effectiveness of the creativity-based educational program with a family-oriented and therapist-based approach on the gifted students. A semi-experimental research design was carried out with pre-test-post-test-follow-up in the experimental and control groups. The research community consisted of all the gifted female students of Tehran in the age range of 6 to 8 years. According to the research community, by using the latest version of the Tehran-Stanford-Bineh intelligence test and through the available targeted sampling method, a sample of 45 high-achieving female students who had an IQ above 120 was chosen. They were selected as samples and then randomly were assigned in three groups: experiment 1 (15 people), experiment 2 (15 people) and control (15 people). Critical thinking questionnaire (Ricketts, 2003) was the tool used in this research. The training program based on creativity was conducted for 12 sessions on experimental groups. The statistical data were analyzed using SPSS-18 software and the statistical model of repeated measurement. The obtained results showed that the educational program based on creativity with two family-oriented and therapist-based approaches on critical thinking and its components which included creativity, growth and commitment has been effective and according to the effect size, it was determined that the family-oriented approach shows more effectiveness. Therefore, this educational program, specially family-oriented approach can be used to improve the critical thinking of children, especially gifted children.

One of the new educational phenomena at the global level for gifted students is the hybrid homeschooling which emphasizes the increase of parents' involvement in education. The present study was conducted with the aim of analyzing the factors that facilitate the use of hybrid homeschooling model in the Iranian educational system and in order to provide a new approach in the education of gifted students.

This study is exploratory and qualitative in terms of its purpose, and it is of a qualitative type that uses the grounded theory method. The scope of this research included all books and articles (1990-2021) related to parental involvement in education and homeschooling model. The participants in this research were 10 specialists in the field of psychology and educational sciences in Isfahan city in 2022, who were selected by purposeful and theoretical sampling. Data collection and semi-structured interviews were used. Data analysis was done based on Strauss and Corbin (1998) model and three stages of open coding, axial coding and selective coding. In the field of reliability, the method of matching members and pluralism was used, and in the field of verifiability, peer review and feedback were used.

The results of the research show 64 basic concepts, 13 core categories and 3 optional categories under the title of joint responsibility and trust of parents, joint responsibility and trust of students and joint responsibility and trust of teacher and school, which was organized in the form of Facilitating factors. Considering the facilitating factors of the hybrid homeschooling model, it is suggested to pay attention to this educational approach and use it for gifted students in the centralized educational system of Iran.

Academic acceleration is a kind of educational approach or intervention based on which smart and gifted students can complete courses and educational programs in a shorter period of time and at a faster speed at a younger age than usual. A quick look at the statistics of gifted students shows that the number of these students is increasing and every year the number of applicants for academic acceleration is increasing. Since the performance and academic success of gifted students in the years after the jump is very important, the academic performance of these students was compared and investigated with two groups of their peers in this study. The participants in this research included 207 students, 73 of whom were gifted and the rest were not. In addition to the intelligence factor, items such as parents' education level, occupation and socio-economic status as well as the living area were also taken into account for comparison. For each gifted student, a peer of the same age (third grade) and a peer of the same grade (fourth grade) were selected. Academic performance of these students was measured in reading comprehension, in Math in two axes of application and reasoning, as well as in Science in three axes of knowledge, application and reasoning. The statistical analysis of the research findings showed that there is no significant difference between gifted students and their peers

The aim of this study was to collect and integrate information about the characteristics of gifted students with learning disabilities. Therefore, with the help of domestic and foreign databases, all research reports were found and collected. 15 studies were selected from 92 studies. These studies were conducted from 1989 to 2020 and were included in the meta-analysis basket as a final sample.In the systematic review method according to Prisma instructions and in the meta-analysis method, the meta-analysis checklist tool was used. A total of 87 correlation effect sizes were obtained from them; Which was analyzed with 2CMA software.In this study, two models, random and fixed, were calculated. According to the heterogeneity analysis through Q and square I indices, the fixed model was considered as the final model. The highest effect was devoted to the study of learning disabilities, the study of abilities of the right and left hemispheres of gifted students with and without learning disabilities and the least effect was the study of procedures used to identify children with gifted learning disabilities.

In psychology, wisdom is considered as a personality trait, cognitive ability or a combination of both. There is a relationship between wisdom and God-awareness in various researches, and both of these are grounds for moral development in adolescents. The purpose of this study was to investigate the causal model of the notion of GOD and moral development with mediating role of wisdom of gifted students. The research method was correlation of the type structural equation modeling. The population of this study included all the population of this study includes all female high school students who were studying in the academic year 2021-2022. The statistical sample size was determined 160 people, which was done by Random cluster sampling method. The instruments used in this study were Wisdom Scale (SWS), Moral Development Scale (MDS) and Religious Status Inventory (RSI). Data analysis was performed using structural equation modeling statistical method. The proposed model had good fit (more than 90 percent). All direct correlations were reported significant. Moreover, indirect paths between the notion of God and moral development through the mediation of wisdom were significant (β=0/54, P >0/05). Therefore, to promote moral behavior, it is recommended to emphasize the strengthening of wisdom and the notion of God in education and training programs and particular counseling and God awareness of adolescents should be considered.

Research has shown that one of the main problems of gifted students is in concentrating and problem solving. Different techniques have been used to treat and rehabilitate these children. This study aimed to investigate the effect of teaching emotion regulation strategies on the concentration and problem solving of gifted students. This research was quasi-experimental study with a pretest-posttest control group. The study population included all the male students in tenth, eleventh and twelfth grade who were studying in Bojnourd in 2021 academic year, and 75 people were randomly selected by using the Cochran's formula. Because of Corona Pandemic 30 people participated in our study that they were divided into two experimental and control groups (15 people in each group). The experimental group underwent 9 sessions of 60 minutes under a training program called "Cognitive Reconstruction", but the control group received no intervention. Focus Skills Questionnaire and the revised Social Problem Solving Questionnaire were used to collect the data. Data analysis were analyzed by covariance. Findings showed that teaching emotion regulation strategies had a significant effect on improving the concentration and problem solving of gifted students. So applying these strategies can improve the ability to focus and solve problems in gifted students and improve the performance of these children in different areas of education and live.

The aim of this study was to investigate a self-regulatory model of learning based on intelligence beliefs and classroom perception mediation of self-efficacy in gifted students.

The present study was applied, in terms of purpose and descriptive and correlational, in terms of data collection method. The statistical population was all gifted high school students in the 2nd and 4th districts of Tehran in the academic year of 2009-2010. Four hundred students were selected by multi-stage cluster sampling method. Research tools included the Self-Regulatory Learning Questionnaire (Pintrich et al., 1990), Intelligence belief (Abdolfattah and Yiths, 2006), Classroom Perception atmosphere (Rovy, 2002) and General Self-Efficacy (Sherer et al, 1982). The collected data were analyzed by Pearson correlation method and structural equation modeling by Amos24 and SPSS26 software.

The results showed that the final model had a good fit with the data. Based on the results of direct relationships of research variables showed that intelligence beliefs had a positive and significant effect on self-efficacy and self-regulation of learning, as well as perception of classroom atmosphere on self-efficacy and self-regulation of learning and self-efficacy on self-regulation (P<0.001). The indirect effects of intelligence beliefs and perception of classroom atmosphere on self-regulation of learning through self-efficacy were 0.1215 and 0.1185, respectively, which were statistically significant (P<0.001).

Considering that factors such as intelligence, motivational and environmental beliefs affect the learning self-regulation and subsquently learning self-regulation has an important role in academic achievement. The results of this study can have important implications for those involved in education and mental health services and families.

The present study aimed to describe and compare the flourishing profile of gifted male and female high school students (13-15 years old) based on Seligman’s PERMA model. This was applied research in terms of purpose and descriptive-comparative study based on research method. The statistical population of the present study consisted of the gifted male and female high school students in the Tabriz province in the academic year of 2009-2010. 592 students (226 male students and 366 female students) were selected by cluster random sampling method from this province’s gifted high school students. Respondents completed the PERMA-Profiler (Butler and Kern, 2016), designed to assess the five components of the PERMA model. Data were analyzed using multivariate analysis of variance. The results showed that there is a positive and significant difference in favor of girls in positive emotions and positive relationships and a significant difference in favor of boys in meaning and achievement. However, there was no significant difference in engagement between male and female students. Also, despite the differences between male and female students in different dimensions of flourishing, their total flourishing scores did not differ significantly. The findings can help teachers and counselors in identifying groups with specific strengths and weaknesses and performing interventions to promote prosperity in educational settings.Introduction Educational systems pay special attention to the gifted students and having a picture of their health and wellbeing is important to them because wellbeing is considered a necessary condition for achieving the highest personal and professional development. There is a long history of interest in how giftedness affects psychological wellbeing. A review of research findings shows that although there is interest in the well-being of gifted students, our knowledge of the subject is still insufficient despite conflicting findings (Neihart, 1999). Gender differences in gifted student wellbeing is also a subject that has not been well addressed in previous research. On the other hand, in recent years, researchers in the field of wellbeing and mental health have focused on the concept of "flourishing". Different conceptualizations of flourishing have been proposed. Seligman’s (2011) PERMA model is among the important conceptualizations in this area.  This model advocate that flourishing arises from five well-being pillars (positive emotion, engagement, relationships, meaning, and accomplishment). Kern, Waters, Alder, and White (2014) argue that this model is an appropriate framework in educational settings to identify groups with specific strengths and weaknesses. Therefore, the present study intends to describe and compare the flourishing profile of gifted male and female high school students (13-15 years old) based on Seligman’s PERMA model.MethodThis was applied research in terms of purpose and descriptive-comparative study based on research method. The statistical population of the present study consisted of the gifted male and female high school students in the Tabriz province in the academic year of 2009-2010. 592 students (226 male students and 366 female students) were selected by cluster random sampling method from this province’s gifted high school students. Respondents completed the PERMA-Profiler (Butler and Kern, 2016), designed to assess the five components of the PERMA model. Butler and Kern (2016) developed this scale through extensive theoretical and empirical research based on five components of Seligman’s Model of Flourishing (2011). The scale consisted of 15 items (three items for each component). The measures of multiple dimensions of wellbeing can be mentioned as the outstanding feature of the scale. Confirmatory factor analysis was performed in the present study and the fitness indices were obtained as x2/df = 1.81, RMSEA = 0.05, GFI = 0.90, and NFI = 0.94, which were in an acceptable range and the five-factor structure was confirmed. Cronbach’s alphas of the entire scale and subscales of positive emotions, engagement, positive relations, meaning and, achievement were reported at 0.96, 0.96, 0.70, 0.84, 0.93, and 0.82 respectively. Data were analyzed using SPSS and multivariate analysis of variance.FindingIn the present study, participants consisted of 226 male and 366 female gifted students (M= 13/83, SD= 0/89). After the assumptions of multivariate analysis of variance are met, the results of the Pillay test (F (5,294) = 22/715, Value= 0/721) indicated that this test is significant at the level of p<0.01. Results of paired comparison (Table1) show that there is a positive and significant difference in favor of girls in positive emotions and positive relationships and a significant difference in favor of boys in meaning and achievement. However, there was no significant difference in engagement between male and female students.Also, based on a one-way analysis of variance ((F (1,298) = 0/061, Value= 22/374) despite the differences between male and female students in different dimensions of flourishing, their total flourishing scores did not differ significantly (Figure1).Discussion and ResultsThe present study aimed to describe and compare the flourishing profile of gifted male and female high school students based on Seligman’s PERMA model. The results showed that there is a positive and significant difference in favor of girls in positive emotions and positive relationships and a significant difference in favor of boys in meaning and achievement. However, there was no significant difference in engagement between male and female students. Also, despite the differences between male and female students in different dimensions of flourishing, their total flourishing scores did not differ significantly. The findings of this study can help teachers and counselors in identifying groups with specific strengths and weaknesses and performing interventions to promote prosperity in educational settings. The statistical population of the present study is limited to the gifted students and the generalization of the results to non-gifted students and other developmental stages should be done with caution.

The present study aimed to train the creative problem solving program and determines its effectiveness on reducing behavior problems in gifted elementary students. The research was conducted as a quasi-experimental study with two intervention and control groups with pretest and posttest. The statistical population comprised gifted male primary school students of Mulla Sadra school in Karaj who started school in 2019-2020. The statistical sample consisted of 50 second grade male students who were randomly selected and divided into experimental and control groups. The data collection instrument was Achenbach Child Behavioral Checklist (CBCL). The experimental group received 12 sessions of the program twice a week and their parents received 4 training sessions at the same time. Both groups answered the Child Behavioral Checklist in two phases, a pretest and a posttest. Data analysis was conducted using SPSS-25. The results showed that training a comprehensive creative problem-solving program significantly reduced behavior problems in gifted students (P <0.005). Therefore, training Comprehensive Creative Problem Solving Program can counteract behavior problems by creating a sense of efficiency and self-confidence and laying the foundation for reducing behavior problems.

The main purpose of this study was to study of the intelligence profile, personality and creativity of Gifted students.

The Method of this research is descriptive. The statistical population of the study consists of all the students who are studying in gifted schools in the 9th to 12th grade in Tehran and Karaj. Among the students of these schools,120 students were selected randomly which were about 5,000; Using stratified cluster sampling method, 120 people (60 boys and 60 girls) were selected as the sample. A new version of the Tehran-Stanford-Binet intelligence test, a reconstructed form, a Minnesota multiple personality Inventory,-adolescent(MMPI-ARF), and the Abedi Creativity Test were used..

The results showed that this group of students are at the high level of intelligence in crystallized intelligence, working memory and visual-spatial processing and they experience more psychopathology. In addition, they have a higher level of creativity.

The anxiety of gifted students is probably high due to the expectations that are expected of them. Also, according to the findings, the creativity of gifted students is higher than other students and they have an increasing cognitive ability to develop and then, initiative and then fluidity, and can be increased by increasing initiative, flexibility and developing appropriate curricula.

The educational program for children from kindergarten to 12th grade has created an opportunity to develop the education of brilliant talents in Mazandaran. This article identifies various educational programs for the education of gifted talents and examines the issues and challenges faced by teachers and administrators in the implementation of these gifted programs in Tizhooshan schools in the west of Mazandaran province. The population of this research study in the design section included all gifted students in the second secondary level, and in the validation section, curriculum and education experts for gifted students in the west of Mazandaran province. This article presents a curriculum model that is based on the curriculum provided by the Department of Education, which is based on accepted principles and theories of curriculum development. Also, this study presents an educational framework that can be used as a guide to develop curricula for gifted students in all public schools throughout the country

This research with purpose of the comparison the psychological capital, happiness and mindfulness of boys' high schools gifted and normal students in norabad city. This research in terms of purpose was applied and in terms of data collection method, it was quantitative and based on a causal-comparative approach. The statistical population of the study consisted of all gifted and normal high school students in norabad city who were selected by simple random sampling method of 25 subjects for each of the research groups (gifted and normal students). Data were collected using a questionnaire of psychological capital (SISRI), a Happiness Questionnaire (CD-RIS), and a Five-factor Mindfulness Questionnaire (FFMQ), which Psychometric properties (validity and reliability) were well documented. In order to analyze the data, descriptive indices (mean, standard deviation, minimum and maximum score) and inferential (MANOVA) were used in. Findings showed that there is a significant difference between the gifted and normal students of boys' high schools in norabad city in three variables of psychological capital, happiness and mindfulness. So, gifted students, given their specific circumstances and their special educational conditions, have a better performance in positive psychological constructs, including psychological capital, happiness, and Mindfulness.

The present study aimed to investigate the comparison of the effectiveness of Fredrickson’s positive thinking and Dweck’s mind set program on psychological capital of ninth-grade gifted girl students with test anxiety of Isfahan.

This study is quasi-experimental with pretest-posttest with control group. The population of the study consisted all 450 gifted female students in ninth-grade of Isfahan city, Iran After screening the student using the Test Anxiety Inventory (TAI), a sample of 45 students who were obtained higher scores were selected and then randomly divided into the experimental group n=15, for Fredrickson’s positive thinking; and n=15, for Dweck’s mind set program) and the control group (n =15). Each of the experimental group were received 8 sessions of intervention, while no intervention for the control group. All participants were completed the Luthans Psychological Capital Questionnaire at pre-/post-test. Data were analyzed using the MANCOVA. Also, SPSS-22 was used.

The findings indicated that there is significant difference between the Fredrickson’s positive thinking group and Dweck’s mind set program group with the control group in terms of self-efficacy, resiliency and optimism, with the two experimental group were effective and the effects of the trainings on resiliency and optimism were maintained at 6-month follow up. Moreover, the results indicated the effectiveness of the Dewick’s mind set program on hopefulness and optimism at posttest and at follow up, compared to the Fredrickson and the control groups.

using the Dweck’s mind set program and Fredrickson’s positive thinking we can influence psychological capital of the gifted students with test anxiety, which in turn can increase the efficacy and progress of these students.

 The aim of this study was to test and compare the relationship between achievement goals and friendship goals with help-seeking behavior in the gifted and non-gifted high-school students of Ahvaz, taking the perceived benefit and threat of help-seeking as the mediators. Mastery approach goals have an indirect effect on adaptive help-seeking with the mediation of the perceived benefit of help-seeking. - Mastery avoidance goals have an indirect effect on adaptive help-seeking with the mediation of the perceived benefit of help-seeking. - Performance approach goals have an indirect effect on adaptive help-seeking through the mediation of perceived the threat of help-seeking. - Performance avoidance goals have an indirect effect on adaptive help-seeking through the mediation of the perceived threat of help-seeking. - Friendship approach goals have an indirect effect on adaptive help-seeking with the mediation of the perceived benefit of help-seeking. - Friendship avoidance goals have an indirect effect on adaptive help-seeking with the mediation of the perceived threat of help-seeking. - Models of the relationship between achievement goals and friendship goals with help-seeking behavior mediated by the attitude toward help-seeking are different in gifted and non-gifted students. The sample included gifted (N=120) and non-gifted (N=12) female students, who were correspondingly selected through census and multi-stage random sampling techniques. The instruments used in the study included the revised achievement goal questionnaire, friendship goals questionnaire, help-seeking threat and help-seeking benefit sub scale and help-seeking questionnaire, with help-seeking threat and helpseeking benefit sub-scales. The data was analyzed using AMOS software to perform path analysis and Structural Equation modeling. The results showed that in the two groups (gifted and non-gifted), mastery approach goals and friendship approach goals, predicted the benefit of help-seeking and the benefit predicted higher help seeking behavior. On the other hand, mastery avoidance performance-approach, performance-avoidance and friendship avoidance goals predicted the threat of help-seeking, which correspondingly predicted lower help seeking behaviors. Moreover, mastery avoidance goals were found to have a negative relationship with the benefit of help-seeking. In addition, in the comparing group model, significant differences were observed in the relationship between friendship approach goals and the perceived benefit of help-seeking, between performance approach goals and the perceived threat of help-seeking and between friendship avoidance goals and the perceived threat of helpseeking in the comparison between gifted and non-gifted students. The findings showed that in both groups, mastery approach goals have an effect on adaptive help-seeking, mediated by the perceived benefits of help-seeking. In accounting for these results, it can be said that students with mastery approach goals are interested in raising their knowledge, understanding and their competence. For them, seeking help from the available resources is considered an adaptive strategy for improving their knowledge. Therefore, they try to find useful help and use it. On the other hand, the results of this study showed a negative relationship between mastery avoidance goals and the perceived benefits of help-seeking in both groups. To elaborate, it can be said that mastery avoidance students focus on learning failure, such as not understanding the concept of a text, and focus more on self-analysis than on social comparisons. These students get less help to hide their low ability. Additionally, the low perceived self-competency of these students causes them to avoid help-seeking because they consider help-seeking a threat to themselves. These students make all their efforts to avoid mistakes. In addition, their level of anxiety is high, they are uninterested in social comparisons and personal development, and their self-efficacy is low. For these reasons, these students considered help-seeking a useless approach and thus try to avoid it. Another finding of this study was a positive relationship between performance approach and performance avoidance goals with the perceived threat of help-seeking in both groups, which in turn was found to have a negative effect on adaptive help-seeking. The finding is justifiable bearing in mind that help-seeking challenges the self-worth of performance-oriented students because they tend to hide their disabilities. Functional students perceive mistakes as a sign of weakness and incompetency and imagine helpseeking as a threat to their ability and self-respect. The negative judgments of others is very important for them, they think that help-seeking makes others perceive that they are ineffective. For this reason, they avoid adaptive help-seeking. In addition, the results showed that in both groups, the friendship approach goals were positively associated with adaptive help-seeking, mediated by the benefits of help-seeking. In explaining these results, we can say that friendship-oriented goals are focused on the creation and expansion of friendship. Students who seek to expand their friendship give and get help and they regard help-seeking as a useful strategy n this respect. In contrast, the students with friendship avoidance goals avoid activities that degrade the quality of social interactions, which disrupts the growth of their social relationships. In addition, these students always eschewed activities that may have negative consequences in their friendship. For this reason, help-seeking was considered threatening and was avoided. Regarding the differences between ordinary and gifted students, the results of multi-group comparisons showed that in the path of the performance approach goals to the perceived threat of help-seeking, of friendship approach to perceived benefits of help-seeking and the path of friendship avoidance goals to the perceived threat of help-seeking, crisis ratio was above 1.96 and there was a significant difference between two groups. In this regard, the standard coefficient of friendship approach goals with perceived benefit of helpseeking was higher in gifted than in non-gifted students. On the other hand, the coefficient of performance approach to perceived threats was higher in ordinary than in gifted students. Similarly, the coefficient of friendship avoidance goals to perceived threat was higher in ordinary students. The results are justifiable considering the higher self-esteem, self-efficacy and self-competency of the gifted students. Given the results of this study, teachers and education counselors are advised to educate students on adaptive helpseeking strategies and encourage team to collaborate. Teachers and parents are advised to deal with the student's individual differences with respect and avoid methods that encourage competition while creating a supportive environment and emphasizing learning and understanding to motivate students to deeply understand the problems.

Introduction Demand for gifted schools has created intense competition among elementary students and their families. National Institution for Development of Gifted Students has responsibility for two of the major task of identifying and teaching gifted students. Gifted schools’ entrance exam, is an achievement test which each year nationally administrates to entry first and second courses of high schools. The aim of this qualitative study was to describe and better understanding the experiences of mothers of sixth grade students volunteered to participate in the gifted schools’ entrance exam. Method Phenomenological qualitative approach was used in this study. The primary method of data collection in this study was semi-structured interviews with 18 mothers of sixth grade students who were selected through purposive sampling. Data analysis was performed using Colaizzi method. Results In this study, three main themes and 11 sub-themes were extracted. The main themes are: the challenges of school choice, high quality instruction and exam preparation. Conclusion Gifted schools’ entrance exam has considerable effect on the families involved, and elementary school curriculums. Intense competition to pass this exam revealed families’ tendency to high quality and affordable education.