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0

59 %

(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)

(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, & (Ellstrom, 2001) Arambasic, 1999)

(Decision-Making Talent) (Taylor, 1978; Treffinger, Isaksen, & Steaddorval, 2006) (Maker & Nielson, 1995; Linn & Shore, 2008)

(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) (Chan, 2003) (Zeidner, Shani-Zinovich, Matthews, & Roberts, 2005) (Schewean, Saklofske, Widdifield-Konkin, Parker, & Kloosterman, 2006) Dabrowski

2005

2007

2007

(Weiner, 2000)

(Byrnes, 1998)

(Salovey & Mayer, 2000)

(Gagne, 2003; Gardner, 1999; Renzulli, 2005b; Sternberg, 2000) (Tan et al, in press)

(Prieto & Ferrando, 2009) (Renzulli & Sytsma, 2008; Sternberg, 2007)

(Davis & Rimm, 2004)

(Sternberg, 2004; Stanovich, 2003)

(Davis & Rimm, 2004)

1977)

(Janis & Mann,

(Wiener, 1992)

(Nokelainen, Tirri, & Merenti-Valimaki, 2007)

10

2 5 (Gagne, 15 10 2000 2009; Renzulli,1992) (Hoh, 2008; Rogers, 1986) (Balchin, 2007) (Gallagher, Harradine, & Coleman, 1997; Davis & Rimm, 2004)

Davis & Rimm, 2004 7002

Feldhusen, 1997 2006

1970 1997 1991 2006

2000

2005
11

2007

(Claxton & Meadows, 2009)

(Passow, 1991; Renzulli & Sytsma, 2008)

(Monks & Mason, 1993)

(Benbow & Arjmand, 1990; Freeman, 1993)

(Neber & Heller, 2002)

Clark, 2006; Davis & Rimm, Dixon, 2008; Hoh,2008; 2004 2004
12

2005

(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) Attribution 2 1 appraisals Attributional beliefs (Dai, Attribution styles 3

Moon & Feldhusen,1998) (Wiener, 1986)

Internal-External

Stable-Unstable

Controllable-Uncontrollable

(Abramson, Sligman & Teasdale, 1978)


13

Internal External Stable Specific Global Unstable

(Bridges, 2001; Fazio & Palm, 1998; Tiggemann & Crowley, 1993; Housten, 1994) (Wiener, 1986) Task difficulty Learning strategies (Alderman, 2004) Effort Ability Luck

Stable (Dai, Moon & Feldhusen, 1998) Uncontrollable

(Campbell, 1995)

14

(Vlahovic-Stetic, Vidovic, & Arambasic, 10 9 1999)

(Nokelainen, Tirri, & Merenti-Valimaki, 2007) 203

(Campbell, Tirri, Ruohotie & Walberg, 2004; Nokelainen, (Hess, Chih-Mei & (Hamilton, Blumenfeld, Akoh Tirri, & Merenti-Valimaki, 2007) McDevitt 1987; Whang &Hancock, 1994) & Miura 1989) (Holloway, 1988)

(Byrnes, 1998)

15

(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)

16

(Hastie, 2001)

(Maker & Nielson, 1995)

Self-regulation Model

(Byrens, 1998) of Decision Making (SRMDM)

(Miller & Byrnes, 2001)

17

(Eberle, 1974)

(Maker & Nielson, 1995)

"Uncertainty" (Mellers, Schwartz & Cooke, 1998) (Hostie, 2001)

(Isen, 1993)

(Fiedler, 1988) (Janis & Mann, 1977)

(Janis, 1985) Self-confidence Complacency Evasiveness Panic Vigilance

18

(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, & (e.g., Bar-Ons EQi, Hooper, 2002). 1997)

19

Mayer, Perkins, Caruso, & Salovey, 2001 Dabrowski, 1964 17 13 Multi-factorial Emotional Intellegence Scale MEIS Peabody Picture Vocabulary Test PPVT

(Zeidner, , Shani-Zinovich, Matthews, & Roberts, 2005) 125 MayerSAlovey-Caruso Emotional Intelligence Test MSCEIT 83

(Chan, 2003) Self-Management of Emotions

20

(Schewean Saklofske, Widdifield-Konkin, Parker, & Kloosterman, 2006) 123 169 46 Bar-On Emotional Quotient Inventory: (BarOn & Parker, 2000) Youth Version BarOn EQ-i: YV Stress Intrapersonal Interpersonal Adaptability Management

(Ferrando & Bailey, 2006) BarOn EQ-i: YV

21

25

38

63 17

5 95 95

22

(Nokelainen, Tirri, & Merenti(Campbell, 1999) 7 1 Valimaki, 2007)

(Weiner, 1976)

Empirical Samples (Campbell, 1996a, 1996b; Feng, Campbell & Verna, 2001; Heller & Lengfelder, 2000; Tirri, 2001)

200

2.8 5

8 21.75

23

17.21 1

2.23 38.78

0.4 0.83

0.4

0.72

16 8 17 6 15 12 9 2 13 3 14 5 10

24

Adolescent Decision Making (Tuinstra, van Sonderenm, Grooth, Van den Heuvel & Post, 2000) Questionnaire Avoidance Impulsivity Panic self-confidence

25

58.0 58.. 58.0 58.. 5800 58.5 58.0 58.0 58.0 5800 58.5 58.0 580. 5800 5800 58.0 58.0 580. 580. 0800 0800 08.0 %058.. 58.0 58.5 58.0 58.5 0850

15 16 14 13 22 2 6 3 1 7 21 20 18 8 19 9 11 10 12

0080 008.5 00805 0080.

Emotional Intelligence Scale (EIS Emotional Intelligence Scale (EIS (Schutte, Malouff., Hall, Haggerty, Cooper & Golden, 1998)
26

(Salovey & Mayer, 1990)

(Schutte, Malouff., Hall, Haggerty, Cooper & Golden, 1998)

200

6600 6600 6600 6600

9 19 3 22

27

6600 6600 6600 6600 66.0

10 13 7 20 18 31

66.0-

21 4 30 26 66.6 6600 6600 66.0 66.0 66.0 660. 32 29 6 1 27 12 8 5 25 15 66.0 17 2 66.0 33 24 14 66.0 16 11 23 28

660.660. 6600 66.. 66.0

6600 6600 6600 6600 6606 66.0 -

28

(Petrides & Petrides & Furnham Furnham, 2000)

Dean, & Anderson, 2002) (e.g., Ciarrochi,

(Gallagher & Vella-Brodrick , 2008; Rooy, Alonso & Viswesvaran, 2005)

2005

2003

35

29

30

Artificial Intelligence 36

)4002 ,(Mayer & Salovery & Caruso


1 .

13

(Davis & Rimm, 2004 Ross & Smith, 1995)

Wellman, 1990
32

(Notational Research Council, 2000)

Paired sample (2 dependant

SPSS samples) t-test

Eta squared
33

2 1 2

0.001

34

0.001

35

( 2 )

36

(e.g., Heller & Lengfelder, 2000) (e.g., Campbell, 1996b; Feng, Campbell & Verna, 2001) (Ammar, 2007; Zemmerman, 2000)

37

Uncontrollable (Dweck

Stable

& Leggett, 1988)

(Campbell, Tirri, Ruohotie & Walberg, 2004; Nokelainen, Tirri, & Merenti-Valimaki, 2007) (Zimmerman, 2000)

38

(Eberle, 1974;Fiedler, 1988; Isen, 1993; Mellers, Schwartz, & Cooke, 1998)

(Salovey & Sluyter, 1997)

39

(Mayer & Geher, 1996)

40

41

42

(6991). . 2 : . (6002). . SPSS: . (5002). (3002-5002). . . (4002). (2). : . (5007). : . : . (6007). . : . (2007). . . 221/ 95-421. . . (6002). . . : . (7002). . (0002). . : . (5002). : . : . (0002). . : . (0791). : .

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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 DecisionMaking 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: selfconfidence, 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.

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