Bahareh Ajdarbin; Khadijeh Abolmaali alhosseini; Reza Ghorban Jahromi; Friborze Dortaj
Abstract
Abstract
The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the ...
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Abstract
The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the study included second-year high school students from gifted schools in Tehran during 1399-1400. Participants were selected through a one-stage cluster sampling method. Data collection tools included an academic self-defeating behaviors questionnaire, Personal Concerns Inventory, and a problem-solving skills questionnaire. Data analysis was performed using the Pearson correlation method and structural equation modeling at a significance level of 0.05. The results showed that self-defeating behaviors had a negative relationship with adaptive motivational structure and problem-solving style of trust in problem-solving skills. Additionally, there was a significant positive relationship between self-defeating behaviors and problem-solving/avoidance and personal control style at the level of 0.01. Furthermore, problem-solving skills had a mediating role in the relationship between motivational structure and academic self-defeating behavior (p<0.01). Therefore, self-defeating behaviors in students can be predicted through their motivational structure and problem-solving skills, with problem-solving skills playing a mediating role. The results of this study can be used by educators to plan and design educational interventions aimed at reducing academic self-defeating behaviors in gifted students.
Extended Abstract
Introduction
Teenagers who are in a class of gifted people are those who are at a higher level of intellectual ability and mental capacity than other people of the same age. Talented individuals are those who exhibit high performance in areas of intelligence, leadership capacity, creativity, and academia (Ezdemir et al., 2021). Self-defeating behavior refers to a situation in which a person may be trying to achieve a goal but chooses approaches that tend to lead to negative outcomes and prevent them from reaching their goal or make it more difficult (Baumeister and Sker, 1988).
In general, the findings of studies suggest that academic self-defeating behaviors are influenced by individual motivations and resulting emotions, and these motivations can predict such behaviors to a significant extent (Ranjabr et al., 2017).
According to Cox and Klinger (2002), goals and modes of achievement may be contingent upon an individual's motivation structure, which can be either adaptive or inappropriate.
Problem-solving can be another contributing factor in self-harm behaviors. This cognitive process involves the search for appropriate solutions to problems, as outlined by Van Gogh et al. (2020). Since motivation affects the way individuals approach goal-oriented activities, fostering and improving problem-solving skills may help to reduce the likelihood of academic self-defeating behaviors.
Literature Review
It has been discovered that few studies have been conducted on self-defeating behaviors in the educational context, as well as the factors affecting these behaviors, and this absence is considered a significant gap in the education system. Therefore, it is crucial to conduct more research in this area to identify and resolve these factors. Based on this, upon reviewing the literature and background, it is anticipated that motivational structure and problem-solving strategies are two key variables that can impact self-defeating behaviors, and subsequently, reduce academic difficulties caused by such behaviors. The motivational structure is highly relevant to goal-oriented activities, hence, by improving and promoting problem-solving skills among learners, it is anticipated that these behaviors can be prevented or reduced. Accordingly, the present study seeks to examine whether problem-solving strategies can act as mediators in the relationship between motivational structures and academic self-defeating behaviors among gifted students.
A study by Qanadi Khojeste and Guderzi (2012) determined that the teaching of problem-solving skills positively impacts students' motivation to progress. Another study by Radmanesh et al. (2016) investigated the impact of mastery and avoidance performance goal orientation on academic procrastination. It was found that mastery goal orientation had a positive effect on positive academic motivation, whereas avoidance performance goal orientation had a negative impact on negative academic motivation. Additionally, avoidance performance goal orientation positively impacted academic procrastination.
According to studies conducted by Lubin-Glab et al. (2019) and Qanadi Khojeste and Guderzi (2018), academic motivation is inversely related to academic procrastination. It was also discovered that teaching problem-solving skills has a positive impact on students' motivation to progress.
Methodology
A descriptive correlation research approach is adopted in this study, and the statistical population consists of male and female secondary school students in their second year of studies residing in Tehran. The sampling was performed through a single stage. The total number of talented students in Tehran during 1399-1400 was 5700, and these were used as the sample for this study.
A smple size of, 9 people were considered to estimate the sample size for each parameter, and the total sample size was estimated to be 657 people, which was overestimated to 700 people.
After accounting for incomplete questionnaires, data analysis was conducted on a total of 674 surveys. To analyze the data, descriptive statistical metrics such as mean, standard deviation, and Pearson correlation were employed in the form of SPSS and Amos software version 24 during the inferential statistics phase. A significance level of 0.05 was used as the threshold for materiality.
Results
Based on the results of the study, a significant negative correlation was found between self-defeating behaviors, adaptive motivational structure, and problem-solving styles. Additionally, a significant positive relationship was found between academic self-defeating behaviors, tendency/avoidance style, and personal control of problem-solving at a significance level of 0.01.
The indirect effect of the adaptive motivational structure of academic self-defeating behaviors (0.15) and the indirect effect of non-adaptive motivational structure on academic self-defeating behaviors (0.11) was significant at the 0.001 level. Evaluation of indirect effects using the bootstrap method showed that the indirect effects of motivational structures on academic self-defeating behaviors -considering that the upper and lower limits do not include zero- are mediated problem-solving strategies; Therefore, the indirect relationship of motivational structures on academic self-defeating behaviors through problem-solving strategies are significant.
Conclusion
This study aimed to investigate the mediating role of problem-solving strategies between motivational structures and academic self-defeating behaviors. According to the results of the present study, a significant negative correlation was detected between academic self-defeating behaviors and problem-solving style and confidence in solving problems. Also this study found a significant positive correlation between academic self-defeating behaviors and tendency/avoidance style and personal control of problem-solvin.
Therefore, the study results suggest that students' motivational structures can affect academic self-defeating behaviors via their influence on problem-solving strategies.
Keywords: Gifted Students, Problem-Solving Skills, Motivational Structure, Academic Self-Defeating Behavior.
Mohammad Reza Askari; behnam makvandi; abdolkazem neisi
Abstract
This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the ...
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This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the present study were selected using random stratified random sampling, included a sample of 300 students (140 boys gifted and 160 girls gifted). To collect the required data four educational questionnaires were used including Zarang Questionnair(2011), Maurice Academic Self-Efficacy Questionnaire(2001), Taylor's Educational Performance Questionnair(1999), a Trick and Mouse School climate understanding Questionnaire (1973). To analyze the collected data, the Pearson correlation coefficient was used and SPSS 18 and Amos 18 were used for evaluating the proposed model. The findings of the present study showed that the current pattern of development goals in the research community is valid (RMSEA = 0.08). Gifted students have a positive and significant relationship in all direct paths of academic engagement and academic self-efficacy with the component of the school meditation. Moreover, the indirect paths of research in academic engagement and academic self-efficacy with the mediation of school meditation have an effect on academic performance.
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Abstract
The purpose of the present study was to investigate right and left brain hemispheres’ capabilities in gifted students with and without learning disabilities. This causal-comparative study was conducted on 23 gifted students with learning disabilities (17 girls and 6 boys) and 29 gifted students ...
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The purpose of the present study was to investigate right and left brain hemispheres’ capabilities in gifted students with and without learning disabilities. This causal-comparative study was conducted on 23 gifted students with learning disabilities (17 girls and 6 boys) and 29 gifted students (17 girls and 12 boys) who studied in third to fifth grades of elementary school in Shiraz. Purposive sampling was used to identify participants. Wechsler Intelligence Scale for Children-IV (2003), Screening Inventory Reading Test (2009), Torrance Creative Thinking Test, Keymath Test (1999), Reading and Dyslexia Test (2005) and The Kingore Observation Inventory (2001) were used as formal tools in this study. In addition, the state achievement tests, workbooks and teacher's comments were considered. The data in this study were analyzed by descriptive and inferential statistics. The results showed that there were significant differences between two groups in creativity, sense of humor, visual processing speed, fluid intelligence, and nonverbal fluid reasoning that relate to the capability of the right hemisphere (p< 0. 01). All abilities of the left hemisphere, there were a significant differences among gifted students and gifted students with learning disorders (p
ghorban hemati; abbas hoseinkhanzade; mahbobeh taher; mohammadsadegh arjomandi
Abstract
: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among ...
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: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among them 242 students (141talentedand 141normal) were selected throughpurposeful sampling method. These students completedConceptions of Learning andStudyHabits Questionnaires. The analysisof datausingMANOVA showed that there was no significant difference between talentedand normal students in totalconceptions of learning (p>0.05). In spite of this, the average score of normal students in twosubscales (learning as gaining information and learning as remembering andusing information) was significantly higher than talentedstudents (p< 0.05). The average score of talentedstudents in three subscales (learning as personal change,learning as a process that is not limited to time and space and learning as thedevelopment of social competence) was significantly higher thannormalstudents (p< 0.01). And there was no significant differencebetween talented and normal students inlearning as a duty subscale (p> 0.05). Moreover the analysis of data usingMANOVA showed that there was a significant difference between talentedand normal students in study habits (p< 0.01). Also the results revealed thatin the five subscales of study habits the score of talented students wassignificantly higher than normal students (p< 0.01) andthere was no significant difference between talented and normal students inthe three subscales of memory, exams and health (p>0.05). Conclusion:It is recommended that teaching and learningbecome more practical so that the study habitsimprove
ali Isazadegan; Farzaneh Mika’ili Mani; Hossein Jenabadi; Farideh Qolinejad
Volume 3, Issue 11 , March 2013, , Pages 107-126
Abstract
The present research aims to study the differencesin thinking styles and emotional creativity in gifted and ordinary 1st-gradehigh school studentsin Urmia city. The research method was that ofcausal-comparative. Using multi-stage cluster sampling method, 400 subjects(including 200 gifted, 200 ordinary ...
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The present research aims to study the differencesin thinking styles and emotional creativity in gifted and ordinary 1st-gradehigh school studentsin Urmia city. The research method was that ofcausal-comparative. Using multi-stage cluster sampling method, 400 subjects(including 200 gifted, 200 ordinary ones) were selected from among the 1st-gradehigh school students in Urmia. The Thinking Styles Inventory (Sternberg, 1994)and the Emotional Creativity Inventory (Averill, 1994) were carried out onthem. The data were analyzed using multivariate analysis of variance (MANOVA). The results showed that there was a significantdifference between ordinary and gifted students in their emotional creativityand thinking styles. The mean of legislative and judicial thinking styles ingifted students were higher than that of ordinary students. Moreover, the meanof executive, global, local, and conservative thinking styles in ordinarystudents were higher than that of gifted students. Generally, the resultssuggest that the interaction between thinking styles and emotional creativityis an important factor in students’ individual learning differences. Althoughthe results of this research are exploratory in nature, they have practicalimplications
Beheshteh Niusha; Kamran Ganji; Maryam Sotodeh
Volume 2, Issue 6 , June 2012, , Pages 61-94
Abstract
Objective: This study investigates the prevalence of symptoms of attention deficit / hyperactivitydisorder (ADHD) in gifted students of Kohgiluyeh and Boyer-Ahmadprovince.
Method:The present study is a descriptive (epidemiology) research. 1800 students (800 girls & 1000 boys) were selected using ...
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Objective: This study investigates the prevalence of symptoms of attention deficit / hyperactivitydisorder (ADHD) in gifted students of Kohgiluyeh and Boyer-Ahmadprovince.
Method:The present study is a descriptive (epidemiology) research. 1800 students (800 girls & 1000 boys) were selected using multistage cluster sampling from among 34,529 students of state and private middle schools in the academic year 2010–2011. Finally, the participants we selected were 220 students (77 girls & 143 boys) with an IQ of 127 or more. The data were collected by diagnostic questionnaire of attention deficit/hyperactivity disorder, clinical interview with students and their mothers, and Raven Progressive Matrix. The data were analyzed by descriptive statistical method and Chi square test.
Results:Generally, 8/2 percent of gifted students (%6/8 of whom were girls and %9 were boys) had ADHD symptoms. Thus, considering the standard error of estimate, the overall prevalence of attention deficit/hyperactivity disorder in gifted students was seen to be in the range of 4/7 to 11/7 percent.
Conclusion: ADHD symptoms can affect the intelligence of students. Therefore, belated diagnosis of ADHD in gifted students might cause problems in their treatment and also their academic and social progress.
Recommendations:The results of the present study can be applied in educational settings and show the necessity of providing psychological and counseling services for management and treatment of this disorder. Offering such services in schools for gifted students could prevent the negative consequences of this disorder in their educational and social life.