Determining the Role of Emotional Creativity and Neuropsychological Functions in Prediction of Critical Thinking in Gifted Students

Gifted students are recognized as important human capital in the world. It is very important to study the factors that affect the thinking style of this subject. So, the aim of this study was to determine the role of emotional creativity and neuropsychological functions in prediction of critical thinking of gifted students. The research method was descriptive-correlational. The statistical population of this study was all students of the second grade in secondary schools of Rasht city in the academic year of 2018-19. 120 subjects were selected through the sampling method. Emotional Creativity Questionnaire, Wisconsin Test, Wechsler IQ Scale for Children and Critical Thinking Questionnaire were used to gather information. The collected data were analyzed using Pearson correlation coefficient and Multiple regression tests. The results showed a positive and significant relationship between emotional creativity (and its components) and neuropsychological functions (performance in the Wisconsin test, vocabulary and multiplication of cultivars) with critical thinking in gifted students (p <0.01). The results of multiple regression showed that emotional creativity and neuropsychological functions had the ability to predict the variance of critical thinking skills of 37% of students. These results emphasize the need to provide educational programs based on emotional creativity and non-psychological functions to enhance critical thinking.