Overexeciability Patterns and Executive Functions as Predictors of Academic Well-Being among Academically Gifted Students at Qena Faculty of Education.

Document Type : Original Article

Author

educational psychology teacher Faculty of Education in Qena - South Valley University

Abstract

The study aimed to determine the level of each of Overexeciability patterns, executive functions and academic well-being among a sample of academically gifted students in Qena Faculty of Education (N=131) male and female students, with an average age of (21.4), and a standard deviation of (0,53).The study also aimed to verify the degree of relative contribution of Overexeciability patterns and executive functions in predicting academic well-being. Additionally, the study purposed to investigate the role of executive functions as a moderator variable of the relationship between Overexeciability patterns and academic well-being of the study sample.
   The study instruments included the following scales: Overexeciability scale, executive functions scale, and academic well-being scale. The descriptive approach was used to achieve the study goals.
The results of the study revealed a high level of all the variables among the participants except for the imaginary Overexeciability pattern, which was average. Further, the results of the study showed that there was a statistically significant contribution of Overexeciability patterns and executive functions to predicting the academic well-being of the study sample. Besides, it was found that the executive functions moderate the relationship and the predictive significance between Overexeciability patterns and their academic well-being.
 
                                                                                                  

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المجلة التربوية لکلية التربية بسوهاج
Volume 93, Issue 93 - Serial Number 93
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
January 2022
Pages 1025-1137

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History

  • Receive Date: 08 September 2021
  • Revise Date: 15 September 2021
  • Accept Date: 28 September 2021

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