مهارات ما وراء المعرفة لدى الأطفال الموهوبين من ذوي فرط النشاط المصحوب بضعف الانتباه ADHD

Abstract EN

This study aims to examine the skills of metacognition (Planning - Self-Monitoring - Assessment) with gifted children with hyperactivity and attention deficit (ADHD).The study sample consisted of (30 students and talented student (ADHD) - 23 students and talented student).

applied to them hyperactivity and attention deficit (Ahmed, 1999), and the IQ test photographer Ahmed Zaki Saleh, and lists of estimating the behavioral characteristics of gifted students (Renzulli: 1978), and applied a measure Metacognitive skills by the researcher.

And study results to the following: 1- characterized by talented students with hyperactivity and attention disorder medium level of metacognition skills.

2- There were no statistically significant differences between coupled with attention deficit hyperactivity disorder dimensions of the relationship ADHA and skills beyond the metacognition skills.

of gifted students those with hyperactivity and Attention Deficit primary school.

3- There are no statistically significant differences in the skills of metacognition (Planning - Monitoring) between the two groups of gifted people with hyperactivity and attention deficit coupled with male and female.

4- There are statistically significant differences in the skills of metacognition (Evaluation) between the two groups of talented people with hyperactivity and attention deficit coupled with males and females in favor of males movement disorder.

5- There were no statistically significant differences in the metacognition skills between the two groups of talented people with hyperactivity and coupled with attention deficit movement and talented only disorder.