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year 10, Issue 11 (Spring 2022 2022)
Rooyesh 2022, 10(11): 1-14 |
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Eyni S, Hosseini S A, Ebadi M. Comparison of psychological distress, mindfulness and academic self-efficacy in gifted and normal students. Rooyesh 2022; 10 (11) :1-14
URL: http://frooyesh.ir/article-1-2872-en.html
URL: http://frooyesh.ir/article-1-2872-en.html
1- Assistant professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran. , sanaz.einy@yahoo.com
2- MA in Psychology, Department Of Psycholgy, Faculty Of Education And Psychology, University Of Mohaghegh Ardabili, Ardabil, Iran.
2- MA in Psychology, Department Of Psycholgy, Faculty Of Education And Psychology, University Of Mohaghegh Ardabili, Ardabil, Iran.
Abstract: (1183 Views)
The aim of this study was to compare psychological distress (stress, depression, anxiety), mindfulness, and academic self-efficacy among gifted and normal students. The research design was descriptive and causal-comparative. The statistical population of the study included all first-year high school students in Ardabil in the academic year of 2019-2020. 200 students (100 gifted students - 100 normal students) were selected by multi-stage cluster random sampling. Data were collected using Levinda Psychological Distress Questionnaire (DASS-21), Brown and Ryan Mindfulness Questionnaire (MASS), and the Jenkins and Morgan Academic Self-Efficacy Questionnaire (ASEQ) and analyzed by multivariate analysis of variance (MANOVA). The results showed that there was a significant difference between the two groups in the variables of psychological distress, mindfulness, and academic self-efficacy (P<0.01). Mindfulness and academic self-efficacy of gifted students were significantly higher than normal students and psychological distress of gifted students was significantly lower than normal students (P <0.01). Based on the findings of the present study, it can be stated that the variable of intelligence has an important role in mindfulness, academic self-efficacy, and psychological distress.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2021/05/17 | Revised: 2022/04/4 | Accepted: 2021/06/13 | ePublished: 2022/04/4
Received: 2021/05/17 | Revised: 2022/04/4 | Accepted: 2021/06/13 | ePublished: 2022/04/4
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