Developing and evaluating the effectiveness of a self-acceptance training program for gifted students
Elham Fardi
1
(
PhD Student Department of Psychology, Islamic Azad University, Research Sciences University, Tehran, Iran.
)
Maryam asase
2
(
, Department of Psychology and Special Education, School of Literature, social science and Humanities, Science & Research Branch, Islamic Azad University
)
Leila Kashani Vahid
3
(
Assistant Professor in Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
)
Mohammad parsa Azizi
4
(
Department of Psychology, Faculty of Humanities and Social Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran.
)
Keywords: Self-acceptance training program, lifestyle, gifted students, academic motivation,
Abstract :
This study examines and compares lifestyle and psychological capital in gifted and normal students in Kermanshah. The main aim of the study is to identify significant differences in the dimensions of academic motivation, self-regulation, and self-esteem between the two groups. To achieve this goal, a field and comparative approach was used using standardized questionnaires. The statistical sample of this study included 400 students selected from different schools in Kermanshah, who were determined through stratified random sampling. The statistical methods used included independent t-tests to examine differences and Pearson correlation tests to analyze relationships between variables. The results obtained show that gifted students performed better in the areas of self-regulation and academic motivation, and their level of self-esteem was also significantly higher than that of normal students. The findings indicate the special importance of psychological factors in improving academic performance and personal development. Based on the results, it is suggested that educational and training programs based on strengthening psychological capital should be developed, especially to activate the talents of gifted students so that they can grow and flourish optimally in educational environments. Finally, the results of this study can be considered a basis for reforming educational policies and determining intervention strategies in schools. Also, supplementary statistical analyses showed that key indicators of psychological capital increase academic productivity and improve social interactions among students, which can be a guide to developing new educational strategies
