التوجهات الأكاديمية كمتغير وسيط بين النظريات الضمنية و أداء الطلاب الموهوبين في مرحلة المراهقة

الملخص EN

The current study aimed at identifying the level of academic Orientations and implicit theories (of intelligence, talent and personality) prevailing and the level of performance of gifted students in adolescence, detecting the variation in performance between groups of gifted students according to the their implicit theories and their academic orientations, and finally introducing a constructive model that explains the role of Academic orientations as a mediating variable between implicit theories and the performance of gifted students in adolescence.

The researchers used the descriptive Method.

The study sample consisted of (131) students at adolescence stage.

The academic orientation scale, implicit theory scale, and the performance assessment list were applied.

The results showed thatthere were statistically significant differences between the level of gifted secondary school students on the academic orientations, dimensions of implicit theories, and performance in the light of standard mean of society,there are three groups of students in light of three levels of performance.

The results also indicated that the independent variables contribute 67% of the general variation in academic orientations; the independent variables contributed 52% to performance.

The researcher also got a predictive constructive model which explains the nature of the relationship between independent and dependent variables.