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

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.

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.

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 present study aimed to compare the effectiveness of Fredrickson’s positive thinking with Dweck’s mindset program on the copying styles of gifted students.

This is a quasi-experimental with pretest-posttest with control group. The population of the study consisted of all 450 gifted female students in the ninth-grade of Isfahan City, Iran. After screening the students using the Test Anxiety Inventory (TAI), a sample of 45 students, who obtained higher scores, were selected and then randomly divided into two experimental groups, one for Fredrickson’s positive thinking (n=15) and one for Dweck’s mindset program (n=15) and one control group (n=15). Each of the experimental groups received eight sessions of intervention, while no intervention was given to the control group. All participants completed the Ways of Coping Questionnaire at pre-/post-test. Data were analyzed using the MANCOVA and SPSS-22 software’s.

The findings indicated that both of the experimental groups were equally effected in terms of emotion-focused, problem-focused and avoidant coping styles than the control group, and the effects were maintained at follow-up.

Using the Dweck’s mindset program and Fredrickson’s positive thinking, we can improve the copying styles of students, which in turn, can increase progress of students. Furthermore, there was no significant difference between the effectiveness of Fredrickson’s positive thinking and Dweck’s mindset program.

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 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.

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.

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.

The aim of this study was to comparison of general health, social skills and self-esteem of gifted students inclusive and segregated educational program. This is a causal-comparative research. Statistical population contained gifted high school girls students in integration and segregation schools in Rasht in the academic year 2013- 2014. The sample size was 180 gifted students (90 gifted students in segregation school that were selected by purposeful sampling method and90 gifted students in integration school that were selected by cluster sampling method through purposeful method). For collecting the data, the Gold berg mental health questioner (1989), Gresham and Elliott social skills (1990), and Cooper smith self-steem (1967) are used. For analyzing the data, the t-test and multivariable analysis of variances is used. The results showed that there is a significant difference in general health, social skills and self-esteem of gifted students in integration and segregation schools (01/0>P)

The present study aimed to compare the motivational beliefs, metacognitive skills and self-regulation learning between gifted and ordinary female students in third grade of the middle school in the city of Isfahan. Research method is causal-comparative. The population of the study was included all gifted and ordinary female students in third grade of Farzanegan Amin middle school in the city of Isfahan. The sample was included 60 gifted students who were randomly selected from a special school for gifted children and 60 ordinary students who were selected using multi-stage sampling from normal schools. Research’s instruments were the Demographic and the Motivational Strategies for Learning Questionnaire (MSLQ). Data were analyzed by ANOVA. The results showed that there is a significant difference between the two groups in terms of motivational beliefs (p

The current study was aimed to compare alexithymia and emotional creativity among gifted and normal female students. This descriptive study was to causal-comparative type and its population that all high school female students in second-grade at Tehran, among which the number of 307 students (144 normal students and 163 gifted students) were selected by multistage clustering sampling method, who completed Toronto Alexithymia Scale (Bagby, Parker and Taylor, 1994) and emotional creativity inventory (April, 1999). For analyzing the data, Pearson correlation coefficient and multivariate analysis of variance were used.Results of the research showed that there is a significant negative association between emotional intelligence and emotional creativity in both groups of students (gifted and normal). Only in gifted students there was a positive and significant relationship between the subscale of effectiveness/authenticity and alexithymia. There was also a significant difference in scores of alexithymia and emotional creativity between both groups, such that scores of alexithymia in normal students and scores of emotional creativity in gifted students were higher than the other group.The higher the students’ emotional creativity is, the better and easier they would be able to know and express their emotions, and they can consequently communicate better with others.

The aim of this study is to compare the mental stamina and my strength between gifted and regular students. In order to do this study of 50 school students gifted in the way of sampling and 50 of normal school students in Yazd were selected using random cluster sampling and questionnaires were distributed among them my mental stamina and strength. The data by t-test at a significance level of p

Using the structural equation modeling method، this study aimed at exploring the relationships between achievement goals and academic performance through the mediation of the first type of thinking styles among gifted and ordinary students. Study populations were gifted and ordinary junior year high school students of Urmia City. 200 ordinary and 150 gifted Students were selected through stratified sampling method. They replied to the Thinking styles Questionnaire (Sternberg & Wagner، 1992) and the Achievement Goals Questionnaire (Midgely، et. al، 2000). The research findings revealed that the first type thinking style has a mediational role in the relationship between achievement goals and academic performance (p=0. 001). The finding of group comparison showed that the effect mastery goals on first type thinking style among gifted students was greater than in ordinary students (p=0. 001) and the effect of avoidance-approach goals among ordinary students was greater (p=0. 05)، while the effect of performance- approach goals on first type thinking style was not significant among groups. Tested model goodness of fit indexes showed that the research model was fitted with data (CFI=0. 90، RMSEA=0. 08، GFI (gifted) = 0. 98، GFI (ordinary) = 0. 90).

The purpose of present research was Comparing of perfectionism and tolerance of ambiguity in gifted and non-giteed girls’ student.

71 gifted girls’ students in Farzanegan school of Ardabil and 77 non-giteed girls’ students randomly selected and filled the perfectionism and tolerance of ambiguity scales.

Results of multiple analysis of variance (MANOVA) indicated that mean of positive perfectionism, tolerance of ambiguity and negative perfectionism is differ in gifted and normal students. Thus, positive perfectionism and tolerance of ambiguity in gifted were higher than normal students and negative perfectionism in normal students was higher than gifted students (p<0/05).

results support the difference of perfectionism and tolerance of ambiguity in gifted and normal students and attention to this variables in gifted students has specific importance.

The aim of this paper is to investigate of the relationship between gifted and normal female high school students’ emotional intelligence and social skills in KhoyTownship in 1388-89.The research method is descriptive - correlational one. The statistical population was 1892 people (118 gifted and 1774 normal). Using Cochran’s adjusted formula the sample size was 51 gifted and 268 normal people. The sampling method was multi-phase cluster one. In order to gather the data two standardized questionnaires namely: emotional intelligence (Shring) and social skills (George Herbert Mid) were used. The results showed that there is not significant relationship between emotional intelligence and social skills of gifted and normal students. There is significant difference between the mean scores of gifted students and normal students. The mean scores of gifted students in emotional intelligence and social skills were significantly higher than normal students.

This research compared linguistic characteristics in gifted and non gifted female students in 1st to 3rd elementary graders in Isfahan. The sample was selected by multiphasic sampling from different educational areas in Isfahan. The sample included 60 gifted and 60 normal students ageing 6 to 8:11, and were evaluated by Cattell Intelligence Test - A form. Linguistic characteristics were measured by Test of Language Development. The data were analyzed by multivariate analysis of variance (MANOVA). The analysis of results demonstrated that there was significant difference in linguistic characteristics between two groups (P< 0/0001). The results are discussed theoretically, and some clinical implications have been suggested.

The aim of the present study was compare the self-regulation between students in regular and gifted schools to predict academic performance of the students. The study was causal-comparative and the statistical population was all of the high school students from gifted and regular schools in Shiraz. Students from regular and students from gifted schools were selected by matching method. The instruments for data gathering were MSLQ questionnaire and biology achievement test (Fooladchang,). The reliability of MSLQ questionnaire was calculated by Cronbach Alfa coefficient (). The scale's construct validity was measured by factor analysis and this procedure yielded six factors. The reliability of biology achievement test was calculated by Cronbach Alfa coefficient (). The test's content validity was confirmed by professional high school teachers. The independent t-test and multiple regressions were applied for analyzing the data and results revealed that: a) Students in regular and gifted schools were significantly different on learning strategies and motivational beliefs of self-regulation. b) Among the dimensions of motivational belief, internal goal orientation and among the parts of learning strategies, self-monitoring was the best predictor for the students academic performance.

The aim of current investigation was studying the relationship among assertiveness, self- esteem, and academic achievement in gifted and regular school students. Comparing regular school students and gifted students in these variables also were studied.

In this study expos facto (causal-comparative) design was utilized. sixty gifted students (30 girls, and 30 boys) and sixty regular school students (30 girls, and 30 boys) were randomly selected. Assertiveness Scale of Gambrille and Richey, Self–esteem inventory of Coopersmith and the students Grade point average in the last year were used.

Analysis of data with utilization of MANOVA, Pearson's correlation coefficient, and Multiple Regression analysis showed that gifted Students were superior in all three measures of assertiveness, self–esteem, and academic achievement. However, there were no difference in terms of these variables in males and females. There was a positive relationship among the three variables in regular school students. In gifted students, a positive significant correlation was observed only between assertiveness and self– esteem. In addition, assertiveness and self–esteem significantly predicted academic achievements of regular school students.

The results of this study have been discussed and suggestions for future studies have been given.