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بحث من إعداد د. عبدالله بن محمد الجغيمان فاز جائزة حمدان بن راشد آل مكتوم للزداء التعليمي المتميز
Citation preview
0
1
2
% 95ال يمم عن
3
(Passow, 1991)
(e.g., Renzulli, 2003, 2005a; Heller, Pertelh, & Lim, 2005; Mooij,
1996, Gagne, 2003, 2005)
(Renzulli, 2002)
(Renzulli & Sytsma, 2008; Sytsma, 2003)
(Tannenbaum, 1997)
(Freeman, 1993; Sternberg, 2005)
4
(Gagne, 2005)
(Amabile,
1989; Joswig, 1996; Moon, 2000; Renzulli & Sytsma, 2008)
(e.g., Bloom, 1985; Dai, Moon., Feldhusen, 1998; Dweck,
Mangels, & Good, 2004; Dweck & Molden, 2005; Jowsig, 1994; Vlahovic-Stetic,
Vidovic, & Arambasic,.1999)
(e.g.,
Nokelainen, Tirri, & Merenti-Valimaki, 2007; Vlahovic-Stetic, Vidovic, &
Arambasic, 1999) (Ellstrom, 2001)
(Decision-Making Talent)
(Taylor, 1978; Treffinger, Isaksen, & Stead-
dorval, 2006)
(Maker & Nielson, 1995; Linn & Shore, 2008)
5
(Byrnes, 1998; Byrnes, Miller & Reynolds, 1999;
Miller & Byrnes, 1997, 2001; Sternberg, 2004, 2008)
(Mann, Harmoni, & Power, 1989)
Emotional Intelligence
(Salovey & Mayer, 1990)
(Mayer, Perkins,
Caruso, & Salovey, 2001)
Dabrowski(Chan, 2003)
(Zeidner,
Shani-Zinovich, Matthews, & Roberts, 2005)
(Schewean, Saklofske, Widdifield-Konkin, Parker,
& Kloosterman, 2006)
6
2005
7
2007
2007
8
(Weiner,
2000)
(Byrnes, 1998)
(Salovey & Mayer, 2000)
(Gagne,
2003; Gardner, 1999; Renzulli, 2005b; Sternberg, 2000) ،
(Tan et al, in press)
9
(Prieto & Ferrando, 2009)
(Renzulli &
Sytsma, 2008; Sternberg, 2007)
(Davis & Rimm, 2004)
(Sternberg, 2004; Stanovich, 2003)
10
(Davis & Rimm, 2004)
(Janis & Mann,
1977)
(Wiener, 1992)
(Nokelainen, Tirri, & Merenti-Valimaki, 2007)
11
2
5
20001015(Gagne,
2009; Renzulli,1992)
(Hoh, 2008; Rogers, 1986)
(Balchin, 2007)
(Gallagher, Harradine, & Coleman, 1997; Davis & Rimm, 2004)
7002Davis & Rimm, 2004
2006Feldhusen, 1997
1970
200619911997
، 2000انحناميي، اانلنهبى، انماطعي، انضنيبيا
2005
12
2007
(Claxton & Meadows, 2009)
(Passow, 1991; Renzulli & Sytsma, 2008)
(Monks & Mason, 1993)
(Benbow & Arjmand, 1990; Freeman, 1993)
(Neber & Heller, 2002)
20052004Clark, 2006; Davis & Rimm, Dixon, 2008; Hoh,2008; 2004
13
(e.g., Campbell, 1999, 2004; Nokelainen, Tirri, &
Merenti-Valimaki, 2007; Vlahovic-Stetic, Vidovic, & Arambasic, 1999)
(Weiner, 1974)
Attributional Thinking
(Bridges, 2001; Housten 1994; Prieto & Ferrando,
2009; Weiner, 1986, 1992, 2000)
1Attribution
appraisals2
Attributional beliefs
3Attribution styles(Dai,
Moon & Feldhusen,1998)
(Wiener, 1986)
1Internal-External
2 Stable-Unstable
3Controllable-Uncontrollable
(Abramson, Sligman & Teasdale, 1978)
14
Internal
External
UnstableStable
GlobalSpecific
(Bridges, 2001; Fazio & Palm, 1998; Tiggemann & Crowley, 1993; Housten,
1994)
(Wiener, 1986)
AbilityEffortTask difficulty
LuckLearning strategies
(Alderman, 2004)
Stable
Uncontrollable(Dai, Moon & Feldhusen, 1998)
(Campbell, 1995)
15
(Vlahovic-Stetic, Vidovic, & Arambasic,
1999)910
(Nokelainen, Tirri, & Merenti-Valimaki, 2007)
203
(Campbell, Tirri, Ruohotie & Walberg, 2004; Nokelainen,
Tirri, & Merenti-Valimaki, 2007) (Hess, Chih-Mei &
McDevitt 1987; Whang &Hancock, 1994)(Hamilton, Blumenfeld, Akoh
& Miura 1989)
(Holloway, 1988)
(Byrnes, 1998)
16
(DiClemente,
Hansen & Ponton, 1995)
(Goldstein & Hogarth, 1997)
(Hastie, 2001)
(Kahneman, Slovic, & Tversky, 1982; Nisbett
& Ross, 1980; Simon, 1986; Sternberg, 2004)
(Byrnes, 1998; Byrnes, Miller & Reynolds,
1999; Miller & Byrnes, 1997, 2001; Sternberg, 2008)
(Harren, 1979)
Rational
Intuitive
Dependent
(Chartrand, Rose, Elliott, Marmarosh, &
Caldwell, 1993; Mau, 1995)
17
(Hastie, 2001)
(Maker & Nielson, 1995)
(Byrens, 1998)Self-regulation Model
of Decision Making (SRMDM)
(Miller & Byrnes, 2001)
18
(Eberle, 1974)
(Maker & Nielson, 1995)
"Uncertainty"
(Hostie, 2001)(Mellers, Schwartz & Cooke, 1998)
(Isen, 1993)
(Fiedler, 1988)
(Janis & Mann, 1977)
(Janis,
1985)
Self-confidence
VigilancePanic EvasivenessComplacency
19
(Tuinstra, van Sonderenm, Grooth, Van den Heuvel
& Post, 2000)
(Mann, Harmoni & Power, 1989)
Emotional Intelligence
(Salovey & Mayer, 1990)
(Goleman, 1995)
(Gardner, 1983)
Intrapersonal Intelligence
Interpersonal Inltelligence
(e.g., Salovey, Mayer, Goldman, Turvey, & Palfai, 1995; Schutte,
Malouff, Hall, Haggerty, Cooper & Golden, 1998; Jordan, Ashkanasy, Hartel, &
Hooper, 2002).(e.g., Bar-On’s EQi,
1997)
20
Mayer, Perkins, Caruso, & Salovey, 2001
Dabrowski, 1964
1317
Multi-factorial Emotional Intellegence Scale MEIS
Peabody Picture Vocabulary Test PPVT
(Zeidner, , Shani-Zinovich, Matthews, & Roberts,
2005)
83125
Mayer-
SAlovey-Caruso Emotional Intelligence Test “MSCEIT”
(Chan, 2003)
Self-Management of Emotions
21
(Schewean Saklofske, Widdifield-Konkin, Parker, &
Kloosterman, 2006)
169123
46
Bar-On Emotional Quotient Inventory:
Youth Version “BarOn EQ-i: YV(BarOn & Parker, 2000)
InterpersonalIntrapersonalStress
ManagementAdaptability
(Ferrando & Bailey, 2006)
BarOn EQ-i: YV
22
633825
17
5
95
95
23
(Nokelainen, Tirri, & Merenti-
Valimaki, 2007)(Campbell, 1999)
17
(Weiner, 1976)
Empirical Samples
(Campbell, 1996a, 1996b; Feng, Campbell &
Verna, 2001; Heller & Lengfelder, 2000; Tirri, 2001)
200
82.8
21.755
24
2.2317.21
38.781
0.40.4
0.83
0.72
16
8
17
6
15
12
9
2
13
3
14
5
10
25
Adolescent Decision Making
Questionnaire (Tuinstra, van Sonderenm, Grooth, Van den Heuvel & Post, 2000)
Avoidance
self-confidencePanicImpulsivity
3
26
1558.0
16 58..
14
58.0
13 58..
22
5800
2 58.5
6
58.0
3 58.0
1 58.0
7 5800
21 58.5
20
58.0
18
580.
8 5800
19 5800
9 58.0
11
58.0
10 580.
12
580.
0850 08.0 0800 0800
0080. 00805 008.5 0080
058..%
58.5 58.0 58.5 58.0
(EIS Emotional Intelligence Scale
(EIS Emotional Intelligence Scale
(Schutte, Malouff., Hall, Haggerty, Cooper & Golden, 1998)
27
(Salovey & Mayer, 1990)
(Schutte, Malouff., Hall, Haggerty, Cooper &
Golden, 1998)
3200
9 6600
19 6600
3 6600
22 6600
28
10 6600
13 6600
7
6600
20 6600
18
66.0
31
21 -66.0
4
30
26
32
66.6
29 6600
6
6600
1 66.0
27 66.0
12 66.0
8 660.
5 -660.
25 660.
15 6600
17 66.0 66..
2 66.0
33 66.0
24 6600
14 6600
16 66.0 6600
11 6600
23 6606
28 - 66.0
29
(Petrides &
Furnham, 2000)Petrides & Furnham
(e.g., Ciarrochi, Dean, & Anderson, 2002)
(Gallagher & Vella-Brodrick , 2008; Rooy,
Alonso & Viswesvaran, 2005)
20032005
35
30
31
Artificial Intelligence
63
(Mayer & Salovery & Caruso, 2004)
1 . انشرفب باألبعاد انتي ستمبلها أداات اندراسة، اذنك نتوفبر أكير لدر يك ي انوضوعبةا ةطهيان خيارإنى يتى
32
(Davis & Rimm, 2004 Ross & Smith,
1995)
Wellman, 1990
33
(Notational Research Council, 2000)
SPSSPaired sample (2 dependant
samples) t-test
Eta squared
34
2
21
0.001
35
0.001
36
( ŋ2 )
37
(e.g., Heller & Lengfelder, 2000)
(e.g., Campbell, 1996b; Feng, Campbell & Verna, 2001)
(Ammar, 2007;
Zemmerman, 2000)
38
StableUncontrollable
(Dweck
& Leggett, 1988)
(Campbell, Tirri,
Ruohotie & Walberg, 2004; Nokelainen, Tirri, & Merenti-Valimaki, 2007)
(Zimmerman, 2000)
39
(Eberle, 1974;Fiedler, 1988; Isen, 1993; Mellers, Schwartz, &
Cooke, 1998)
(Salovey & Sluyter, 1997)
40
(Mayer & Geher,
1996)
41
42
43
فلنبة اانتربوينة (. 1996)أبو حطب، فؤاد ا صادق، آيال اهج انيحج اطرق انتحهبم اإلحصائي في انعهوو ان ي
اعبة صرية: ، انماهرة2ط. ااالجت .يكتية األجهو ان
نات باسنت داو برنايج (. 2006)رجنا يحنود أبو عالو، شنر : انمناهرة . SPSSانتحهبنم اإلحصنائي نهيبا دار ان
.نهجايعات
بة تمرينر يبنر يشنور يمندو (. 2005-2003)تمرير ع تمويى انيرايج اإلحرائبة انصنبفبة (. 2005)اإلدارة انعه
هكننة انعرببننة انلننعودية هننك عينندانعجيج ارجاننن . إنننم يعنناني اميننر انترببننة اانتعهننبى فنني ان يؤسلننة ان
وهوبب . نرعاية ان
، فتحي عيد انرح وهية اانتفوق ااإلبداع، ط (. 2004)جراا ا(. 2)ان شر: ع .دار انفكر نهطياعة اان
، عيداهلل ا هتمبات انصبفبة اإلحرائبة(. 5700)انجغب بها: ان . امارة انترببة اانتعهبى: انرياض. فهلفتها اتص
، عيداهلل انج ا درسني (. 6700)غب ايج اإلحرائني ان هنك عيندانعجيج ارجانن نرعاينة : انريناض . انير يؤسلنة ان
وهوبب .ان
، عيداهلل ا وهنوبب فني يندارع انتعهنبى انعناو (. 7002)انجغب ني ان ايج تدرييي تأهبهي إلعنداد يعه بى بر . تص
صنرية نه اهج اطنرق انتندري ، انجعبنة ان ينارع، / 122. ناهج اطنرق انتندري دراسات في ان
.124-59ص ص
، عيننداهلل ي. انجغبننا ، فتحنني. ، أسننايةيعنناجب بنن(. 2006) جننراا هكننة اتاألكادي وهننوبب فنني ان بننة نه انوط
. امارة انترببة اانتعهبى: انرياض. دراسة يمدية إلدارة انيحوث انتربوية. انعرببة انلعودية
وهيننة ااإلبننداع، (. 2007)صننبفبة اننندنبم اإلردننادر نيننرايج يوهيننة ان هننك عينند انعجيننج ارجاننن نه يؤسلننة ان
. انرياض
، صنان يوسنمآ انحناميي، يطهنك طهنكآ انلنهبى، نافضآ انضنيبيا انماطعي، عيند اهلل عهنيآ آل دنارع، عيند اهلل ان
ا وهننوبب ارعننايتهى (. 2000)انجننوهرة سننهب هننك عينند : انرينناض. برننايج انكشنن عنن ان ننة ان يدي
بةانعج .يج نهعهوو اانتم
طهب أيب تفولو(. 2005)انمريطي، عيد ان وهوبو اان اتهى ااكتشافهى ارعايتهى: ان دار انفكنر : انمناهرة . س
.انعربي
ننافض، عيننداهلل ان ا ، صننان آ انحنناميي، يطهننكآ انلننهبى، انجننوهرة سننهب (. 2000) آ انمنناطعي، عيننداهللآ انضننيبيا
وهوبب ارعا ايج انكش ع ان بة: انرياض. يتهىبر هك عيدانعجيج نهعهوو اانتم ة ان .يدي
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The Effects of a Summer Enrichment Program on Attributional Styles,
Decision making Skills and Imotional Intelligence
in Suadi Gifted Students
An Applied and Evaluation Study
Abdullah M. Aljughaiman
Associate professor of Gifted Education
Dean of Alhasa Teachers' College
King Faisal University
Usama M. A. Ibrahim
Associate professor of Educational Psychology,
Faculty of Education, Sohag University
Consultant of Gifted Education
King Abdulaziz and his Companions
Foundation for Giftedness and Creativity
ABSTRACT
The current study aimed at developing and evaluating the effects of A
summer enrichment program on developing some emotional factors: the
attributional styles, decision-making skills and imotional intelligence of Saudi
gifted students. The sample of the study involved 63 gifted students (38 males and
25 females) chosen from amongst the population of secondary-school science
students. Selection of the sample of the study was based on a set of criteria
including: (a) being among the top 5 percentile in the ability test designed for the
Saudi secondary students, (b) academic achievement above 95%, (c) academic
achievement in mathematics above 95%, and (d) a distinguished academic
fulfillment in a given area. The administration of the program lasted for one whole
month. After validating the Attributional Styles Questionnaire, the Decision-
Making Questionnaire, and the Imotional Intelligence Scale, they were pre- and
post-administered to the study sample. Results of the study indicate that the
enrichment program had a statistically significant effect on effort attribution of
gifted students. There were also statistically significant effects of the enrichment
program on three dimensions of the decision-making questionnaire including: self-
confidence, decision-making avoidance, and panic. No significant effects were
found concerning ability attributions and imotional intelligence. Recommendations
and suggestions for further research were provided based on these study results.