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

Intelligence and creativity are two fundumental epistemological structures that largely determine the cultural richness of our species. In today's complex world, smart and creative people with novel ideas and divergent thinking are among the most valuable assets in any society and nation. Any attempt to include creativity assessment in gifted programs is complex and controversial. Examining the personality characteristics of students with outstanding talent and intelligence is one of the areas of interest for experts and psychologists. Vitality in the family is another factor that pushes children and teenagers more and more towards creativity. Various studies have examined several factors that play a role in the mental health and popularity of intelligent adolescents. Therefore, this study aimed to model the spiritual vitality of parents in relation to creativity with the mediating role of personality traits of gifted girls.

Due to its descriptive–analytical nature, the present research method was presented in the form of structural equation modeling. The study’s statistical population comprised all high school students in Sampad girls' schools in districts 6 and 13 of Tehran City, Iran, in the academic year 2020–2021 with their parents. They were selected as a sample group using the available sampling method. The inclusion criteria for gifted girls were as follows: studying in the secondary level of Sampad schools, being considered as a gifted student in the intelligence test in the academic record, living with their own parents, not suffering from a specific physical disease or psychological disorder, and not being under psychological or special drug treatment. Also, the inclusion criteria for parents of gifted girls were as follows: not being divorced, having at least a diploma level of education, not suffering from a specific physical disease or psychological disorder, and not undergoing psychological or special drug treatment. The exclusion criterion was lack of cooperation in completing the questionnaires. To collect data, Torrance Test of Creative Thinking (Torrance, 2013), Afrooz Spiritual Vitality Questionnaire (Afrooz, 2016) and HEXACO Personality Traits Questionnaire (De Vries et al., 2013) were used. The Pearson correlation and structural equation modeling were used to analyze the data via SPSS software version 24 and AMOS version 24. The significance level of all tests was 0.05.

Examining the direct path coefficients between different paths showed that spiritual vitality had significant direct effects on personality traits (p=0.018, Beta=0.44) and personality traits on creativity (p=0.047, Beta=0.29). But spiritual vitality lacked a direct effect on creativity (p=0.188, Beta=0.1). The indirect effect of spiritual vitality on creativity with the mediating role of personality traits was significant (p=0.002, Beta=0.129). Considering that most of the fit indices (CMIN/df=2.029, GFI=0.956, NFI=0.918, RMSEA=0.057) were within the permissible range, the collected data were suitable with the proposed research model.

Based on the research findings, the personality characteristics of gifted students mediate the relationship between parents' spiritual vitality and students' creativity. Also, the pattern of structural relationships of parents' spiritual vitality in relation to creativity with the mediating role of gifted children's personality traits has an acceptable fit.

One of the variables influencing cyberspace orientation is emotions, which are associated with a wide range of problems. Psychological disorders, such as anxiety and depression, are regarded as disorders in cognitive–emotional function in which affected people cannot convey their experiences as feelings and perceptions that symbolize and express emotions. One of the most determining dimensions in people's tendency to cyberspace is the level of cognition and metacognition. Metacognition is also among the variables related to students' academic success and their academic processes. Considering the importance of students' academic success and their high tendency towards cyberspace and the negative effects of this problem, we developed a model of cyberspace orientation based on state metacognition mediated by positive and negative academic emotions in gifted female students in Ghaemshahr, Babol, and Sari cities, Iran.

This research was applied in terms of purpose and cross–sectional correlational in terms of the methodology using structural equation modeling. The study's statistical population comprised all gifted female students of the senior high schools in Ghaemshahr, Babol, and Sari cities in 2018–2019. According to the number of observed variables (17 observed variables in the model) and allocation of 15 samples for each variable, and considering the possibility of incomplete questionnaires, 350 people were selected as the sample size in an accessible manner. The inclusion criteria were as follows: lacking physical, movement, and vision disorders, not having speech disorders, and common mental disorders such as depression and anxiety (by referring to the student's file and getting help from the school psychologist). Dissatisfaction with participating in the research was considered as the exclusion criterion. Data collection tools were Cyberspace Questionnaire (Kalantari & Jafari, 2016), Achievement Emotions Questionnaire (Pekrun et al., 2011), and State Metacognition Questionnaire (O'Neill & Abedi, 1996). The collected data were analyzed using descriptive statistics, the Pearson correlation test, and structural equation modeling in SPSS version 19 and AMOS version 23 software. The significance level of the tests was 0.05.

The results showed that state metacognition had a direct and significant effect on positive (p<0.001, β=0.94) and negative emotions (p<0.001, β=–0.19). Positive (p=0.001, β=–0.27) and negative emotions (p=0.002, β=0.16) directly and significantly affected the tendency toward cyberspace. State metacognition with the mediation of positive and negative emotions had an indirect and significant effect on the tendency to cyberspace (p=0.001, β=–0.29). State metacognition (p=0.001, β=–0.29), positive emotions (p=0.001, β=–0.27), and negative emotions (p=0.002, β=0.16) had significant total effects on the trend toward cyberspace. Examining the goodness of fit indices of the model revealed that the proposed model had a good fit with the data (χ2/df=2.421, RMSEA=0.038, GFI=0.973, NFI=0.971, CFI=0.996).

Based on the study findings, state metacognition and positive and negative academic emotions are very important variables that affect adolescents' tendency to cyberspace, and state metacognition mediated by positive and negative academic emotions can be a good model to explain the tendency of gifted female students to cyberspace.

Internet addiction is one of the effective factors in reducing academic and communication development in students. The aim of this study was to predict cyber victimization in high school high school intelligence students based on emotional self-awareness due to smartphone addiction.

The statistical population included all gifted students in Alborz province in the academic year 1399-1400. 253 people were selected by available sampling method and then answered the standard questionnaires of emotional self-awareness of Grant et al., Quan et al. Data were analyzed by path analysis method using Amos-23.

According to the findings, the direct relationship between emotional self-awareness and cyber victimization in gifted students is not significant (p <0.05), but the direct relationship between smartphone addiction and cyber victimization in gifted students is negative and significant. (P 01 0.01 and β = -0.29). Also, the direct relationship between emotional self-awareness and smartphone addiction in gifted students is negative and significant (p /0 0.01 and β = -0.15).Regarding the mediating role of smartphone addiction in the relationship between emotional self-awareness and cyber victim, they show that this path is significant (β = 0.09 p 01 0.01).

It can be said that there is a connection between emotional self-awareness and mobile phone addiction. As a result, smartphone addiction can be reduced by increasing students' emotional self-awareness and helping their academic growth.

There is evidence to suggest that being mindful of menstrual changes can impact a person's attitude and behavior toward their menstrual cycle. This, in turn, can affect their overall physical and mental well-being. This study aimed to investigate the knowledge, attitude, and behavior of exceptionally talented female students in Kerman toward their menstrual period. 

The statistical population of the study included two-hundred-fourty-one exceptionally talented female students in the tenth academic year of Kerman, of which one-hundred-fifty-nine were selected using multi-stage cluster sampling. Then, information was collected using standard questionnaires of the attitude towards menstruation of Mohammadi Rizi et al. 2012 and students' awareness and behavior regarding the menstrual health of Mohammad Alizadeh Charandai et al. 2014. Pearson correlation coefficient and Tukey test were used to analyze the data. 

The findings showed that students' awareness, performance, and attitudes toward menstruation were average. The results showed that there is no relationship between menstrual awareness and students' behavior in this period,(P>0.05) but there is a significant relationship between the positive attitude to this period and menstrual function in two dimensions physical and emotional health.(P<0.05) There was also a significant relationship between awareness and negative attitude towards menstruation with the father's job and the behavior of menstruation with the mother's education.(P<0.05)

Considering the relationship between the variables, it is recommended to include more information about menstruation in school curricula and textbooks to increase students' awareness and improve their attitudes and performance.

Instant and easy access to smartphones and the internet has become the cause of addiction. Mobile phone addiction has a negative effect on the quality of the relationship between parents and children. The aim of this study was to compare and test the causal relationship model of social well-being, emotional self-awareness with parents due to smartphone addiction in high-intelligence students.

The statistical population included all high-intelligence students of Alborz province, who volunteered to enter the university in the academic year 2020-2021. 372 people were selected by convenience sampling method through online call and answered online to Social Welfare Questionnaire, Smartphone Addiction Questionnaire (SPAQ), Emotion Awareness Questionnaire (EAQ), and Child-Parent Relationship Scale (CPRS).

There was a direct relationship between social welfare and smartphone addiction in high-intelligence students.. Furthermore, the findings showed that there was a negative and significant relationship between social welfare and smartphone addiction in high-intelligence students (p <0.01 and β = -0.29). There was a direct relationship between emotional self-awareness and smartphone addiction in high-intelligence students. There is a negative and significant relationship between emotional self-awareness and smartphone addiction in high-intelligence students. (p <0.01 and β = -0.15). According to the findings, the direct relationship between the quality of the relationship with parents and smartphone addiction in high-intelligence students was negative and significant (p <0.01 and β = -0.13).

Smartphone addiction can be reduced by improving the quality of social welfare and emotional self-awareness and increasing the quality of the relationship between high-intelligence students and their parents.

Duik’s theory deals with subjective beliefs that people have about their own intelligence. Subjective beliefs that intelligent students have about their own intelligence could be effective on creative, analytical, practical intelligence as well as their goal orientation.

The object of the present research was the effectiveness of Duik’s mind changing motivational program on goal orientation and successful intelligence of intelligent students.

The present research was a semi-experimental study with experimental design with pre-test, post-test with the control group. The statistical population was the intelligent students of the elementary school of Isfahan city in the year of 2015-2016. In the research sample, 30 people were chosen in a two-stage cluster sampling manner, and with a random method in experimental and control group. The measurement instrument was Raven’s Intelligence Test, Eliot and Mac Grikor’s goal achievement inventory and Esternberg and Grigorenko’s successful intelligence inventory. Also in order to test the hypothesis, multivariable Quariance analytic test and SPSS software 24 version were used.

Findings shows that Duik’s mind changing motivational progarm was effective on each four components of goal orientation means tendency domination )P=0.001), avoidance domination )P=0.001), tendency performance )P=0.001), avoidance performance )P=0.001) as well as analytical )P=0.001), practical (P=0.007), and creative intelligence (P=0.046) of intelligent students.

According to the findings it is recommend that for increasing the level of merit motivation of intelligent students, additive intelligence education based on Duik’s theory should be used.

The aim of this study was to evaluate the effectiveness of cognitive rehabilitation on social adequacy and social anxiety of gifted students.

The method of this research is quasi-experimental and for data collection, a pretest-posttest design with an experimental group and a control group has been used. The statistical population of the study consisted of all gifted male students in the first year of high school in Tehran in the academic year 2020-2021, from which 40 people were selected by available sampling method and in two groups of experimental (20 people) and control (20 people). ) Were assigned. The experimental group underwent 10 sessions of 60 minutes of cognitive rehabilitation training and the control group remained on the waiting list. The tools used in the present study included social adequacy (Fenler et al., 1990) and social anxiety (Connor et al., 2000) which were used in two stages of pre-test and post-test. The analysis of the data obtained from the questionnaire was performed through spss-v23 software in two descriptive and inferential sections (analysis of covariance and multivariate analysis of covariance).

The results showed that the intervention used in this study could significantly increase social adequacy and reduce social anxiety in gifted students.

Therefore, the results of the present study showed that the cognitive rehabilitation program can be used as a suitable method to increase social adequacy and reduce social anxiety in gifted students.

Cyberspace covers many aspects of human life and this tendency to cyberspace can be influenced by cognitive and emotional dimensions. So the aim of this study was modeling structural relationships of mind theory with tendency to virtual networks through mediating of social adjustment in Gifted students.

The research method was descriptive-correlation and in particular structural equation modeling. The statistical population of the present study was all 300 gifted students of Secondary School Sampad Secondary School in 11 experimental fields in the academic year of 2019 in Gorgan. Mojardi, et al (2014) tendency to virtual networks questionnaire, Steerneman (1994) theory of mind questionnaire and California Test Personality (CTP) were evaluated.

The results showed that there is a significant negative relationship between theory of mind and social adjustment with tendency to virtual networks. The research model was fitted and validated and explained 0.380 of variance in tendency to virtual networks by theory of mind and social adaptation and social adaptation had a mediating role in the relationship between theory of mind with tendency to virtual networks.

Changes in the tendency for cyberspace based on direct theory of mind and indirect social adjustment can be explained in gifted students and this study has practical implications for school counselors.

Given the importance of test anxiety among gifted students, the present research was conducted to study the relationship between perception of parent’s affection and attachment styles with test anxiety.
By means of simple random sampling, 300 subjects were selected out of all the gifted students in Khorramabad. Test Anxiety, perception of parents affection, and attachment styles questionnaires were used for collection data.
To analyze the data, Pearson correlation and regression were applied. The results showed that anxiety and avoidant attachment style and perception of father love predict test anxiety among both boys and girls in gifted student's school. However, there was not a meaningful relationship between attachment style and perception of mother love with test anxiety. Moreover, totally the results indicated that 9 percent of changes in test anxiety were predicted by attachment styles and perception of parent’s affection. And anxiety attachment style and perception of father love predict test anxiety.
According to the results if an individual has an avoidant attachment style he will experience the higher level of test anxiety.

Adjustment is the most important sign of mental health. Determination of factors which affect adjustment is important. This study aimed to determine the relationship between personal and social adjustment with locus of control and gender in intelligent high school students in Kermanshah. In this descriptive cross-sectional study 106 high school students of Kermanshah were selected randomly. Data collection tools were Ratter's locus of control scale, the California Psychological Inventory (CPI) including 12 concepts of social and personal adjustment, and a demographic questionnaire. Data was analyzed by using correlation, ANOVA through SPSS16. There was no significant difference between personal adjustment and gender. But social adjustment in girls’ intelligent was more than boys’ intelligent (p<0.03). There was an interaction between gender and locus of control with personal adjustment (p<0.03). The interaction between the effect of gender and locus of control in social adjustment was not significant. Neurotic symptoms, rejection tendency, dependence feeling (among personal adjustment components) and family relation, school relation (among social adjustment components social frames) had negative significant relative to locus of control. Locus of control is a related factor on social adjustment in the intelligent high school students and gender is a related factor in their social adjustment.

Background and Emotional intelligence and creativity are among effective factors in real life outcomes such as academic achievement, business success, successful interpersonal relationships, and general mental health. Present study aimed to compare emotional intelligence and creativity in gifted students and students with average intelligence. present research was a descriptive study with casual-comparative design. Study population consisted of all the high school students who were studying in the schools of Damghan in 1392-93 academic year. Sample consisted of 60 students that were selected using convenient sampling method (30 gifted students and 30 students with average intelligence) and completed Creativity Scale (Abedi, 1984) and Emotional Intelligence Test (Bar-On, 1999). results of independent sample t test indicated that comparing students with average intelligence, gifted students gained significantly higher scores on emotional intelligence and creativity (except the flexibility subscale) (p < 0.05). the performance of students with average intelligence can foster through administering effective training programs on emotional intelligence and creativity. The implications are discussed further in the paper.

Depression is one of the common problems in all human societies، and in recent years it has been observed that a large number of adolescents in these communities are suffering from emotional and psychological problems. Surveying of mental health sources shows a completely different perspective on the prevalence of depression in intelligent and normal students. The purpose of the present study was to determine the extent and to compare the prevalence of depression in the two groups of gifted and normal students in Birjand city.

This cross-sectional، descriptive- analytical study was carried out on 200 boys and girls from normal (N=90) and gifted (N=110) high schools in the school year 2008 in Birjand. 90 gifted and 110 normal students participated in this study. Data collection means was a binary questionnaire the first part of which dealt with demographic characteristics of the subjects، and the second part included the short Beck test، which consists of 13 questions to assess depression symptoms. The gathered data was analyzed by using SPSS software (version 13)، descriptive and inferential statistics، c 2، and Mann-Whitney test at the significant level P<0. 05.

The present study showed that prevalence of depression among gifted students was 61. 1% (24. 4% mild، 30% moderate and 6. 7% severe) and among regular students it was 42. 7% (14. 5% mild، 21. 8% moderate، and 6. 4% severe). Thus، prevalence of depression in gifted students was significantly higher than regular students (P=0. 05). Comparison between mean of depression in gifted students and regular ones showed that it was significantly higher in the gifted (P=0. 04).

Regarding high prevalence of depression، especially in gifted students and the fact that students make up a large population and they are the main architects of future in our country، it is necessary to carry out new studies on them are necessary to obtain some information to be used in planning by those involved in health care in order to prevent، control، and cure the disease. More extensive studies with respect to this problem are recommended.