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

The purpose of this study was to investigate the effectiveness of a creative problemsolving program training on the enhancement of creativity and social adjustment in gifted and talented boy adolescents.

This research was carried out in a quasi-experimental and pre- & post-test design with control group. The population of the study was 452 high school boy students of exeptional talents in Ardabil City. Finaly 46 students were selected. The research tools were Raven's Matrices (1938), Tehran-Stanford-Binet's Intelligence Test (Afroz and Kamkari, 2011), Torrance Test of Creative Thinking (TTCT) (1998), and Bell Social Adjustment (1962) Inventoris. The experimental group participated in a problem solving training program during 13 sessions (75 minutes per session). In order to control the effect of pre-tests, data were analyzed using multivariate analysis of covariance (MANCOVA).

The results showed that the mean scores of in the subscales of fluency, flexibility, originality, elaboration, general social adjustment, health adjustment and emotional adjustment between the experimental and evidence groups were meaningly different.

According to the results, applying creative problem solving training program for improvement of creativity and social adjustment for gifted and talented male adolescents was effective. Based on the results of this study, using a creative problem solving training program to improve creativity and social adjustment for gifted students is recommended.

Abstract</strong> </strong>The purpose of this study was to compare the academic motivation, self-regulation and self-worth of the gifted and normal students. It was a causal-comparative study. The research population consisted of all 11-year-old female students studying in the gifted and normal schools of Karaj educational district 1 in the academic year 1397-98 (totally 2107 people). Using random cluster sampling method, a female school was selected from the schools of Karaj educational district 1. Two classes of 11th</sup> grade of that school including 50 students were selected randomly from among the 11th</sup> grade classes and a sample of 50 gifted high school students was also selected purposefully. The subjects responded to Valerand and colleagues (1992) questionnaire, Self-Regulatory Learning Questionnaire (Pintrich & De Groot, 1990) and Rosenberg Self- worth Inventory (1965). The purpose of this research was to investigate the following hypothesis: there is a significant difference between the academic motivation, academic self-regulation and self- worth of the gifted and normal students. Data were analyzed by independent samples t-test using SPSS software. Findings confirmed the above hypothesis and showed that the level of the academic motivation, self-regulation and self-worth of the gifted students is higher than the normal students. Therefore, the above results emphasized the need to pay attention to the components of the self-regulation learning, and reinforcing the motivational beliefs and internal values of the normal students, because the correct policy of the educational development is of paramount importance to both the gifted and normal people.

The purpose of this study was studying the effectiveness of creative problem-solving program training on life satisfaction and social adjustment of male gifted adolescent students. This research was a quasi-experimental study including pre & post-test design with control group. The population of the study was 452 first-grade male high school students of exeptional talents schools of Ardabil city. The sample included 46 in first-grade male students who were selected using cluster random sampling method and they were assigned to two groups of 23. Research Tools were Raven's Matrices (1938), Tehran-Stanford-Binet's Intelligence Test (Afroz and Kamkari, 2011), Hubner's Life Satisfaction (2001) and Bell Social Adjustment Inventory (1962). Participants in the experiment group participated in a problem solving training program during 13 sessions (75 minutes per session). In order to control the effect of pre-tests, data were analyzed using multivariate analysis of covariance (MANCOVA). The results showed that in subscales of genera life satisfactionl, friends satisfaction, environment satisfaction, self-satisfaction, social adjustment and emotional adjustment, the mean scores of the experiment and control groups are meaningly differet. According to the results, applying creative problem-solving program traning for improving social adjustment and life satisfaction of talented male adolescents was effective. Based on the results of this study, using a creative problem-solving training program to improve life satisfaction and social adjustment for gifted students is recommended.