Examining the Predictive Role of Self-regulation on Characteristics of Gifted Middle School Students in Jordan
This study examines the predictive role of self-regulation on characteristics of gifted students in Jordanian middle schools. A sample of 200 gifted students from two schools in Jordan completed self-report measures of self-regulation, academic achievement, creativity, leadership, and social-emotion...
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| Veröffentlicht in: | International journal of educational sciences 2023-04, Vol.41 (1-3), p.45 |
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| container_issue | 1-3 |
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| container_title | International journal of educational sciences |
| container_volume | 41 |
| creator | Alsarayreh, Khaled Shaker Turki Aladwan, Saida Kuftan Abdelaziz Rafi, Hassan Shaheen, Ali Alshoubaki, Naifa Hamdan Hamad Al Remawi, Sameer Abdel Kareem Ahmad |
| description | This study examines the predictive role of self-regulation on characteristics of gifted students in Jordanian middle schools. A sample of 200 gifted students from two schools in Jordan completed self-report measures of self-regulation, academic achievement, creativity, leadership, and social-emotional development. Results indicated that self-regulation significantly predicted academic achievement, creativity, and leadership and social-emotional development, accounting for 9.1 percent, 5.7 percent and 4.4 percent of the variance in each outcome, respectively. Gender did not significantly influence the relationship between self-regulation and the outcomes of interest. The findings suggest the importance of promoting self-regulation skills in the education of gifted students in Jordan and other similar contexts. The study's limitations, future directions, and implications for gifted education are discussed. |
| doi_str_mv | 10.31901/24566322.2023/41.1-3.1277 |
| format | Article |
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A sample of 200 gifted students from two schools in Jordan completed self-report measures of self-regulation, academic achievement, creativity, leadership, and social-emotional development. Results indicated that self-regulation significantly predicted academic achievement, creativity, and leadership and social-emotional development, accounting for 9.1 percent, 5.7 percent and 4.4 percent of the variance in each outcome, respectively. Gender did not significantly influence the relationship between self-regulation and the outcomes of interest. The findings suggest the importance of promoting self-regulation skills in the education of gifted students in Jordan and other similar contexts. 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The study's limitations, future directions, and implications for gifted education are discussed.</description><subject>Academic achievement</subject><subject>Creativity</subject><subject>Emotional development</subject><subject>Emotional regulation</subject><subject>Leadership</subject><subject>Middle schools</subject><subject>Self regulation</subject><subject>Self report</subject><subject>Social development</subject><subject>Students</subject><issn>0975-1122</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNotTltLwzAYzYOCY-4_BH1uly9Jm_ZRxpzKRHH6PHL5smXURNtU_PlW9HDgvJwbIVfASgEtgyWXVV0LzkvOuFhKKKEQJXClzsiMtaoqADi_IIthOLEJAmQFakbi-lu_hxjigeYj0uceXbA5fCF9SR3S5OkOO1_0eBg7nUOKdOLqqHttM_ZhyMEOv65N8BkdfQzOTbGdPabU0V0eHcY80BDpQ-qdjpfk3OtuwMW_zsnb7fp1dVdsnzb3q5tt8QEgcqElgp8OglO1l8IYo2TrWwfGWNE4AVbWaDxDbTygaiq0LdjWozHQCObEnFz_9X706XPEIe9PaezjNLnnDWd11YKS4gf7OV2O</recordid><startdate>20230401</startdate><enddate>20230401</enddate><creator>Alsarayreh, Khaled Shaker Turki</creator><creator>Aladwan, Saida Kuftan Abdelaziz</creator><creator>Rafi, Hassan</creator><creator>Shaheen, Ali</creator><creator>Alshoubaki, Naifa Hamdan Hamad</creator><creator>Al Remawi, Sameer Abdel Kareem Ahmad</creator><general>Kamla-Raj Enterprises</general><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>20230401</creationdate><title>Examining the Predictive Role of Self-regulation on Characteristics of Gifted Middle School Students in Jordan</title><author>Alsarayreh, Khaled Shaker Turki ; Aladwan, Saida Kuftan Abdelaziz ; Rafi, Hassan ; Shaheen, Ali ; Alshoubaki, Naifa Hamdan Hamad ; Al Remawi, Sameer Abdel Kareem Ahmad</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-p113t-a4e1f4511d76f43bbb749f9d1bbc38d31c46ebf0eabf1e785ec91c9febb1830d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Academic achievement</topic><topic>Creativity</topic><topic>Emotional development</topic><topic>Emotional regulation</topic><topic>Leadership</topic><topic>Middle schools</topic><topic>Self regulation</topic><topic>Self report</topic><topic>Social development</topic><topic>Students</topic><toplevel>online_resources</toplevel><creatorcontrib>Alsarayreh, Khaled Shaker Turki</creatorcontrib><creatorcontrib>Aladwan, Saida Kuftan Abdelaziz</creatorcontrib><creatorcontrib>Rafi, Hassan</creatorcontrib><creatorcontrib>Shaheen, Ali</creatorcontrib><creatorcontrib>Alshoubaki, Naifa Hamdan Hamad</creatorcontrib><creatorcontrib>Al Remawi, Sameer Abdel Kareem Ahmad</creatorcontrib><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>International journal of educational sciences</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Alsarayreh, Khaled Shaker Turki</au><au>Aladwan, Saida Kuftan Abdelaziz</au><au>Rafi, Hassan</au><au>Shaheen, Ali</au><au>Alshoubaki, Naifa Hamdan Hamad</au><au>Al Remawi, Sameer Abdel Kareem Ahmad</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Examining the Predictive Role of Self-regulation on Characteristics of Gifted Middle School Students in Jordan</atitle><jtitle>International journal of educational sciences</jtitle><date>2023-04-01</date><risdate>2023</risdate><volume>41</volume><issue>1-3</issue><spage>45</spage><pages>45-</pages><issn>0975-1122</issn><abstract>This study examines the predictive role of self-regulation on characteristics of gifted students in Jordanian middle schools. 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| ispartof | International journal of educational sciences, 2023-04, Vol.41 (1-3), p.45 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); EZB-FREE-00999 freely available EZB journals |
| subjects | Academic achievement Creativity Emotional development Emotional regulation Leadership Middle schools Self regulation Self report Social development Students |
| title | Examining the Predictive Role of Self-regulation on Characteristics of Gifted Middle School Students in Jordan |
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