Comparison of educationl self handicapping, Mental Pain and dirty dozen in gifted and normal students

Document Type : Original Article

Authors

1 Master of Psychology and Exceptional Children Education, Mohaghegh Ardabili University, Ardabil, Iran.

2 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

4 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

Abstract

Objective: The aim of the present study was to compare academic self-handicapping, mental pain and dirty dozen in gifted and normal students.
Methods: According to the nature of the subject, the method of the current research was of a causal-comparative type. The statistical population of this research was all students of second secondary schools in Ardabil city (24931 people) in the academic year of 2022-2023. The statistical sample of the current research is 400 students (200 gifted and 200 normal), who were randomly selected in a cluster. To collect data, Schwinger et al.'s (2011), mental pain questionnaires of Auerbach and Mikulinser (2003) and Jenison and Webster's (2010) dirty dozen questionnaires were used to collect data. Multivariate analysis of variance (MANOVA) test was used for data analysis.
Results: The results showed that there is a significant difference between academic self-handicapping in two groups of gifted and normal students (p<0.01). Also, there is no significant difference between mental pain in gifted and normal students (p>0.05). And finally, there is a significant difference in the dirty dozen variable in two groups of gifted and normal students (p<0.05).
Conclusion:Therefore, paying attention to these results, it can be said that each group of gifted and normal students needs attention regarding the studied variables.

Keywords

References

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