الفهرس يوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Research in the field of giftedness was and still the focus of interest for many researchers; because giftedness in itself is an on-going issue that includes a cultural concept that differs according to the different cultures, ages, places, and civilizations, and the interest in the gifted is surely striving to survive in the age of conflicting civilizations; and for this, the fifth Academic Conference on Educating the Gifted and the Talented (2002) stressing that this category is the real national wealth for any society.
The interest in the gifted depends basically on fulfilling their mental, emotional, and social needs that is related to recognizing their characteristics and problems in a way that manifests their personality strengths and helps them overcome their weaknesses.
Perfectionism is one of the important variables encountered by the gifted as a special category, and one of the studies revealed that 46% of the gifted students demand help to learn how to allow themselves fail for some time , to become more gentle with themselves, and not to set highly exaggerated wishes and expectations for themselves.
Schuler (1999 : 14) argues that perfectionism among the gifted is a synthesis of the thoughts and behaviours related to the high standards, wishes, and expectations of the individual`s performance, it may be a normal or neurotic variable.
Perfectionism appears as one of the important variables that attracted many researchers in the field of giftedness, and in this area Silverman (1995 : 4) pointed out that perfectionism is a main variable among the gifted that could lead them to achievement and excellence, at the same time may lead them to despair; because the core of excellence and giftedness is the desire to perfect that is the personality leading force that motivates the individual towards more supreme goals.
The Significance Of The Study
The significance of this study can be divided into two parts :
(i) The Theoretical Importance
that appears in the following points:
1- Handling Perfectionism as a significantly influential characteristic in the personality of the gifted.
2- Handling Perfectionism as a recent variable in many fields politically, economically, socially, and religiously.
3- Handling Perfectionism as a surface trait that is characteristic of some peoples.
4- Attempting to contribute in setting the theoretical background of the concept of perfectionism as a relatively recent variable.
5- Handling the variables of Self-esteem and Achievement Motivation in their relationship to Perfectionism among the gifted students.
6- Highlighting the gifted as a special category that deserves more attention in investigating their mental, social, and emotional characteristics, like the other special categories.
(ii) The practical Importance
that appears in the following points:
1- Benefitting from this study in providing the psychologically and socially fit conditions to achieve the real adjustment of the gifted, and attracting the attention of all who interacts directly with this category ( counsellors, therapists, teachers, parents, peers) that this special category need their attention and services whether in supporting their abilities and potential, or in alleviating their stress they suffer from.
2- Understanding the real causes that underlie many problems of this category, and utilizing this in the real direction to many programs preparedfor this category, especially the inclusion programs
Research objective:
The present study aims at:
1- Revealing the relationship between perfectionism, self-esteem, and achievement motivation among the gifted students.
2- Preparing a scale for assessing perfectionism.
3- Revealing the gender differences in perfectionism among the gifted students.
The Problem of the Study
The problem of the present study can be determined in the following main question and subquestions :
-What is the nature of the relationship between perfectionism, and the other study variables?
1- Is there a relationship between perfectionism and self-esteem among the gifted students?
2- Is there a relationship between perfectionism and achievement motivation among the gifted students?
3- To what extent do the gifted students (the adaptive and maladaptive perfectionists ) differ in self-esteem?
4- To what extent do the gifted students (the adaptive and maladaptive perfectionists ) differ in achievement motivation?
5- To what extent do the gifted students differ in perfectionism according to gender?
(3)The Study Terminology
Perfectionism (adaptive/maladaptive)
A tendency towards setting a very high levels and standards, seeking their attainment, and demanding the others with them, organization , order ,and coordination, and perceiving the parental wishes and expectations , parental criticism., and the over-occupation with the mistakes ,and struggling for excellence; it is the full planning, the need for appreciation, and doubt in the quality of actions ,and perceiving variance .perfectionism may be adaptive or maladaptive.
Achievement Motivation
Ebrahim Qashqoush and Talat Mansour (1980: 40) defined achievement motivation as the seeking for achieving the excellence level, or getting high elevated things, it is a special characteristic of the personality of those with high achievement motivation levels.
Self-esteem
Magdi El-desouqi defines it as a general estimation the individual sets for oneself and by oneself including the positive points that entails the individual self-respect and the negative points that don’t put him/her down among others. The higher the self –esteem of the individual, the more successful the individual is and vice versa.
The Gifted
Mohamed Habashi and Gad Abou-Elmakarem (2004:292) concluded the following definitions for the gifted:
• The gifted are those who have the ability of analysis, thinking, and critical evaluation, and the ability to relate the theoretical with the practical.
• The gifted are those who get high scores on the intelligence and creativity tests.
• The gifted are those who have the mental capacities that enables them, in the future, to achieve high performance levels in a certain area appreciated by society personality and behavior disorders ; but at the same time it is the starting point of all the human achievements, the familiar or the creative ones.
(4)The Study Hypotheses
(1) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale and their scores on the self-esteem scores among the study sample as a whole.
(2) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale (the adaptive level) and their scores on the self-esteem scale.
(3) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale (the maladaptive level) and their scores on the self-esteem scale.
(4) There’s a statistically significant difference between the mean scores of the adaptive perfectionist students and the maladaptive perfectionist students on the self-esteem scale in favour of the maladaptive perfectionist students.
(5) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale and their scores on the achievement motivation scale among the study sample as a whole.
(6) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale(the adaptive level) and their scores on the achievement motivation scale.
(7) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale(the maladaptive level) and their scores on the achievement motivation scale.
(8) There’s a statistically significant difference between the mean scores of the adaptive perfectionist students and the maladaptive perfectionist students on the achievement motivation scale in favour of the adaptive perfectionist students.
(9) There is a statistically significant difference between the mean scores of the male and female students on the perfectionism scale in favour of the female students.
(5) The Study Delimitation
The present study is determined through its variables , sample, tools, and the statistical methods used.
Study Sample:
The sample of this study consisted of “156”male and female students from the college students(second year) their age ranged from 18,6-19-5 years.
Study tools
(1) The Perfectionism Scale (prepared by/the present researcher).
(2) Self-esteem Scale (prepared by/Hudson, 1994 and transformed into Arabic by/ Magdi El-Desouqi,2004).
(3) The Achievement Motivation Scale for college students( prepared by/ Ebrahim Qashqoush,1980).
(4) The High Intelligence Test (prepared by/ El-Sayed Mohamed Khairy,1980).
(5) The Torrance Creative Thinking Tests (prepared by/Abd-Allah Solaiman and Fouad Abo-Hatab,1988).
Findings Of The Study
(1) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale and their scores on the self-esteem scores among the study sample as a whole.
(2) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale (the adaptive level) and their scores on the self-esteem scale.
(3) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale (the maladaptive level) and their scores on the self-esteem scale.
(4) There’s a statistically significant difference between the mean scores of the adaptive perfectionist students and the maladaptive perfectionist students on the self-esteem scale in favour of the maladaptive perfectionist students.
(5) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale and their scores on the achievement motivation scale among the study sample as a whole.
(6) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale(the adaptive level) and their scores on the achievement motivation scale.
(7) There’s a statistically significant correlation between the gifted students` scores on the perfectionism scale(the maladaptive level) and their scores on the achievement motivation scale.
(8) There’s a statistically significant difference between the mean scores of the adaptive perfectionist students and the maladaptive perfectionist students on the achievement motivation scale in favour of the adaptive perfectionist students.
(9) There is not a statistically significant difference between the mean scores of the male and female students on the perfectionism scale.