اثر برنامج إثرائي صيفي للموهوبين على أساليب العزو...

2

% 95ال يمم عن

3

(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)

4

(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, &

Arambasic, 1999) (Ellstrom, 2001)

(Decision-Making Talent)

(Taylor, 1978; Treffinger, Isaksen, & Stead-

dorval, 2006)

(Maker & Nielson, 1995; Linn & Shore, 2008)

5

(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)

Dabrowski(Chan, 2003)

(Zeidner,

Shani-Zinovich, Matthews, & Roberts, 2005)

(Schewean, Saklofske, Widdifield-Konkin, Parker,

& Kloosterman, 2006)

6

2005

7

2007

2007

8

(Weiner,

2000)

(Byrnes, 1998)


(Gagne,

2003; Gardner, 1999; Renzulli, 2005b; Sternberg, 2000) ،

(Tan et al, in press)

9

(Prieto & Ferrando, 2009)

(Renzulli &

Sytsma, 2008; Sternberg, 2007)

(Davis & Rimm, 2004)

(Sternberg, 2004; Stanovich, 2003)

10

(Davis & Rimm, 2004)

(Janis & Mann,

1977)

(Wiener, 1992)

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

11

2

5

20001015(Gagne,

2009; Renzulli,1992)

(Hoh, 2008; Rogers, 1986)

(Balchin, 2007)

(Gallagher, Harradine, & Coleman, 1997; Davis & Rimm, 2004)

7002Davis & Rimm, 2004

2006Feldhusen, 1997

1970

200619911997

، 2000انحناميي، اانلنهبى، انماطعي، انضنيبيا

2005

12

2007

(Claxton & Meadows, 2009)

(Passow, 1991; Renzulli & Sytsma, 2008)

(Monks & Mason, 1993)

(Benbow & Arjmand, 1990; Freeman, 1993)

(Neber & Heller, 2002)

20052004Clark, 2006; Davis & Rimm, Dixon, 2008; Hoh,2008; 2004

13

(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)

1Attribution

appraisals2

Attributional beliefs

3Attribution styles(Dai,

Moon & Feldhusen,1998)

(Wiener, 1986)

1Internal-External

2 Stable-Unstable

3Controllable-Uncontrollable

(Abramson, Sligman & Teasdale, 1978)

14

Internal

External

UnstableStable

GlobalSpecific

(Bridges, 2001; Fazio & Palm, 1998; Tiggemann & Crowley, 1993; Housten,

1994)

(Wiener, 1986)

AbilityEffortTask difficulty

LuckLearning strategies

(Alderman, 2004)

Stable

Uncontrollable(Dai, Moon & Feldhusen, 1998)

(Campbell, 1995)

15

(Vlahovic-Stetic, Vidovic, & Arambasic,

1999)910

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

203

(Campbell, Tirri, Ruohotie & Walberg, 2004; Nokelainen,

Tirri, & Merenti-Valimaki, 2007) (Hess, Chih-Mei &

McDevitt 1987; Whang &Hancock, 1994)(Hamilton, Blumenfeld, Akoh

& Miura 1989)

(Holloway, 1988)

(Byrnes, 1998)

16

(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)

17

(Hastie, 2001)

(Maker & Nielson, 1995)

(Byrens, 1998)Self-regulation Model

of Decision Making (SRMDM)

(Miller & Byrnes, 2001)

18

(Eberle, 1974)

(Maker & Nielson, 1995)

"Uncertainty"

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

(Isen, 1993)

(Fiedler, 1988)

(Janis & Mann, 1977)

(Janis,

1985)

Self-confidence

VigilancePanic EvasivenessComplacency

19

(Tuinstra, van Sonderenm, Grooth, Van den Heuvel

& Post, 2000)

(Mann, Harmoni & Power, 1989)

Emotional Intelligence


(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, &

Hooper, 2002).(e.g., Bar-On’s EQi,

1997)

20

Mayer, Perkins, Caruso, & Salovey, 2001

Dabrowski, 1964

1317

Multi-factorial Emotional Intellegence Scale MEIS

Peabody Picture Vocabulary Test PPVT

(Zeidner, , Shani-Zinovich, Matthews, & Roberts,

2005)

83125

Mayer-

SAlovey-Caruso Emotional Intelligence Test “MSCEIT”

(Chan, 2003)

Self-Management of Emotions

21

(Schewean Saklofske, Widdifield-Konkin, Parker, &

Kloosterman, 2006)

169123

46

Bar-On Emotional Quotient Inventory:

Youth Version “BarOn EQ-i: YV(BarOn & Parker, 2000)

InterpersonalIntrapersonalStress

ManagementAdaptability

(Ferrando & Bailey, 2006)

BarOn EQ-i: YV

22

633825

17

5

95

95

23

(Nokelainen, Tirri, & Merenti-

Valimaki, 2007)(Campbell, 1999)

17

(Weiner, 1976)

Empirical Samples

(Campbell, 1996a, 1996b; Feng, Campbell &

Verna, 2001; Heller & Lengfelder, 2000; Tirri, 2001)

200

82.8

21.755

24

2.2317.21

38.781

0.40.4

0.83

0.72

16

8

17

6

15

12

9

2

13

3

14

5

10

25

Adolescent Decision Making

Questionnaire (Tuinstra, van Sonderenm, Grooth, Van den Heuvel & Post, 2000)

Avoidance

self-confidencePanicImpulsivity

3

26

1558.0

16 58..

14

58.0

13 58..

22

5800

2 58.5

6

58.0

3 58.0

1 58.0

7 5800

21 58.5

20

58.0

18

580.

8 5800

19 5800

9 58.0

11

58.0

10 580.

12

580.

0850 08.0 0800 0800

0080. 00805 008.5 0080

058..%

58.5 58.0 58.5 58.0

(EIS Emotional Intelligence Scale

(EIS Emotional Intelligence Scale

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

27


(Schutte, Malouff., Hall, Haggerty, Cooper &

Golden, 1998)

3200

9 6600

19 6600

3 6600

22 6600

28

10 6600

13 6600

7

6600

20 6600

18

66.0

31

21 -66.0

4

30

26

32

66.6

29 6600

6

6600

1 66.0

27 66.0

12 66.0

8 660.

5 -660.

25 660.

15 6600

17 66.0 66..

2 66.0

33 66.0

24 6600

14 6600

16 66.0 6600

11 6600

23 6606

28 - 66.0

29

(Petrides &

Furnham, 2000)Petrides & Furnham

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

(Gallagher & Vella-Brodrick , 2008; Rooy,

Alonso & Viswesvaran, 2005)

20032005

35

31

Artificial Intelligence

63

(Mayer & Salovery & Caruso, 2004)

1 . انشرفب باألبعاد انتي ستمبلها أداات اندراسة، اذنك نتوفبر أكير لدر يك ي انوضوعبةا ةطهيان خيارإنى يتى

32

(Davis & Rimm, 2004 Ross & Smith,

1995)

Wellman, 1990

33

(Notational Research Council, 2000)

SPSSPaired sample (2 dependant

samples) t-test

Eta squared

34

2

21

0.001

35

0.001

36

( ŋ2 )

37

(e.g., Heller & Lengfelder, 2000)

(e.g., Campbell, 1996b; Feng, Campbell & Verna, 2001)

(Ammar, 2007;

Zemmerman, 2000)

38

StableUncontrollable

(Dweck

& Leggett, 1988)

(Campbell, Tirri,

Ruohotie & Walberg, 2004; Nokelainen, Tirri, & Merenti-Valimaki, 2007)

(Zimmerman, 2000)

39

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

Cooke, 1998)

(Salovey & Sluyter, 1997)

40

(Mayer & Geher,

1996)

43

فلنبة اانتربوينة (. 1996)أبو حطب، فؤاد ا صادق، آيال اهج انيحج اطرق انتحهبم اإلحصائي في انعهوو ان ي

اعبة صرية: ، انماهرة2ط. ااالجت .يكتية األجهو ان

نات باسنت داو برنايج (. 2006)رجنا يحنود أبو عالو، شنر : انمناهرة . SPSSانتحهبنم اإلحصنائي نهيبا دار ان

.نهجايعات

بة تمرينر يبنر يشنور يمندو (. 2005-2003)تمرير ع تمويى انيرايج اإلحرائبة انصنبفبة (. 2005)اإلدارة انعه

هكننة انعرببننة انلننعودية هننك عينندانعجيج ارجاننن . إنننم يعنناني اميننر انترببننة اانتعهننبى فنني ان يؤسلننة ان

وهوبب . نرعاية ان

، فتحي عيد انرح وهية اانتفوق ااإلبداع، ط (. 2004)جراا ا(. 2)ان شر: ع .دار انفكر نهطياعة اان

، عيداهلل ا هتمبات انصبفبة اإلحرائبة(. 5700)انجغب بها: ان . امارة انترببة اانتعهبى: انرياض. فهلفتها اتص

، عيداهلل انج ا درسني (. 6700)غب ايج اإلحرائني ان هنك عيندانعجيج ارجانن نرعاينة : انريناض . انير يؤسلنة ان

وهوبب .ان

، عيداهلل ا وهنوبب فني يندارع انتعهنبى انعناو (. 7002)انجغب ني ان ايج تدرييي تأهبهي إلعنداد يعه بى بر . تص

صنرية نه اهج اطنرق انتندري ، انجعبنة ان ينارع، / 122. ناهج اطنرق انتندري دراسات في ان

.124-59ص ص

، عيننداهلل ي. انجغبننا ، فتحنني. ، أسننايةيعنناجب بنن(. 2006) جننراا هكننة اتاألكادي وهننوبب فنني ان بننة نه انوط

. امارة انترببة اانتعهبى: انرياض. دراسة يمدية إلدارة انيحوث انتربوية. انعرببة انلعودية

وهيننة ااإلبننداع، (. 2007)صننبفبة اننندنبم اإلردننادر نيننرايج يوهيننة ان هننك عينند انعجيننج ارجاننن نه يؤسلننة ان

. انرياض

، صنان يوسنمآ انحناميي، يطهنك طهنكآ انلنهبى، نافضآ انضنيبيا انماطعي، عيند اهلل عهنيآ آل دنارع، عيند اهلل ان

ا وهننوبب ارعننايتهى (. 2000)انجننوهرة سننهب هننك عينند : انرينناض. برننايج انكشنن عنن ان ننة ان يدي

بةانعج .يج نهعهوو اانتم

طهب أيب تفولو(. 2005)انمريطي، عيد ان وهوبو اان اتهى ااكتشافهى ارعايتهى: ان دار انفكنر : انمناهرة . س

.انعربي

ننافض، عيننداهلل ان ا ، صننان آ انحنناميي، يطهننكآ انلننهبى، انجننوهرة سننهب (. 2000) آ انمنناطعي، عيننداهللآ انضننيبيا

وهوبب ارعا ايج انكش ع ان بة: انرياض. يتهىبر هك عيدانعجيج نهعهوو اانتم ة ان .يدي

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53

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 Decision-

Making 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: self-

confidence, 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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