أنماط الاستثارة الفائقة و الوظائف التنفيذية كمنبئات بالرفاهية الأكاديمية لدى الطلاب المتفوقين أكاديميا بكلية التربية بقنا

Abstract EN

The study aimed to determine the level of each of Overexeciability patterns, executive functions and academic well-being among a sample of academically gifted students in Qena Faculty of Education (N=131) male and female students, with an average age of (21.4), and a standard deviation of (0, 53).

The study also aimed to verify the degree of relative contribution of Overexeciability patterns and executive functions in predicting academic well-being.

Additionally, the study purposed to investigate the role of executive functions as a moderator variable of the relationship between Overexeciability patterns and academic well-being of the study sample.

The study instruments included the following scales: Overexeciability scale, executive functions scale, and academic well-being scale.

The descriptive approach was used to achieve the study goals.

The results of the study revealed a high level of all the variables among the participants except for the imaginary Overexeciability pattern, which was average.

Further, the results of the study showed that there was a statistically significant contribution of Overexeciability patterns and executive functions to predicting the academic well-being of the study sample.

Besides, it was found that the executive functions moderate the relationship and the predictive significance between Overexeciability patterns and their academic well-being.