Document Type : Research Paper
Authors
1 Ph.D Student in Educational Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran.
2 Assistant Professor, Educational Psychology Dept., Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
3 Associate Professor,Department of Women’s and Family Studies, Faculty of Social Sciences and Economics, Alzahra University, Tehran, Iran.
4 Associate Professor, Department of Clinical Psychology, School of Medicine, Baghiehullah University of Medical Sciences, Tehran, Iran.
Abstract
Reviewing the background of the growing challenge of the underachievement of gifted students has caused a large number of researchers interested in the field of gifted psychology studies to define the study of the motivators for the membership of the gifted adolescents in the said group at the top of their research priorities. this research was conducted with the aim of development and validation of the Academic Self-Harm Behaviors Motives Questionnaire for Iranian gifted adolescents. In this descriptive-survey research from the statistical community of gifted boys and girls in Kashan city in the academic year of 2022-2023,500 students who were selected by the available sampling method responded to the Academic Self-Harm Behaviors Motives Questionnaire and the Psychological Resilience Test in Gifted Adolescents . The results of the confirmatory factor analysis showed that the ASHBMQ had good factorial validity with a five-factor structure consisting of fixed academic mindsets, learned helplessness, over-preoccupation with individual disabilities, lack of grit and willpower, and perceived lack of control. Also, the results related to the correlation between the multiple dimensions of the risky academic behaviors with different aspects of the psychological resilience in gifted adolescents, provided additional evidence for the criterion validity of the ASHBMQ. the results of the t-test statistical method for independent groups supported the divergent validity of the questionnaire by emphasizing the statistical significance between two groups of learners inclined and not inclined to risky academic behaviors. Internal consistency coefficients were between 0.91 and 0.94 for the multiple dimensions of the ASHBMQ. the results of this research, while emphasizing the sound of the underlying conceptual system of the multidimensional structure of motives of academic self-harm behaviors in gifted adolescents, also provided convincing evidence in defense of the technical characteristics of validity and reliability of the questionnaire of high-risk academic behaviors in gifted adolescents.
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