Comparison of attributional styles and academic excitement in gifted and normal students

Authors

1 Department of Education and Psychology, Allameh Tabataba'i University.

2 Phd Student of Psychology and Exceptional Children Education, Allameh Tabataba'i University, Tehran. Iran.

3 Phd of Psychology and Exceptional Children Education, Allameh Tabataba'i University, Tehran. Iran.

4 Master's degree, Department of Psychology and Counseling, Hamadan Azad University, Iran

10.22099/ebd.2024.7728

Abstract

Objective: The aim of this study was to compare attribution styles and academic emotions in gifted and normal students and also to explain each emotion based on the dimensions of attribution styles and the relationships between them.
Materials and Methods: This study was a comparative causal study and the sample consisted of 60 gifted students and 60 normal students were selected by random sampling method. Attribution style questionnaire (CASQ) and academic excitement questionnaire (AEQ) were used to collect data. One-way analysis of variance and regression were used to analyze the data.
Results: This study shows that gifted people in positive situations have more internal attribution style than normal people. Also, in negative situations, gifted people have an unstable and partial attribution style compared to normal people. According to the results of regression analysis, different dimensions of attribution styles can explain positive and negative academic emotions.
Conclusion: gifted students attribute their success to internal factors more than normal people and consider them more unstable and detailed in failure situations.

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History

  • Receive Date: 10 June 2024
  • Accept Date: 07 October 2024

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