مقایسه اشتیاق تحصیلی، خلاقیت هیجانی و خودکارآمدی تحصیلی در بین دانشآموزان تیزهوش دختر و پسر

The present study was conducted to compare the academic engagment, emotional creativity and academic self-efficacy in gifted male and female students. This study is a comparative cross-sectional study. The population of this research is the foundation of all gifted students of first, second and third high school in Ardabil in 94-93 school year. That among these 60 gifted students were girls and 60 gifted student boys,finaly 120 cace were selected randomly. For information collected was used from questionnaires Eskavfili (2002), list of creativity Emotional Averill (1999) and academic self-efficacy questionnaire Mac Elroy & Banting (2002). Professors and experts were to verify the validity of the questionnaires, as well as the reliability using Cronbach's alpha coefficient in this study for academic engagment questionnaire(0.92), for emotional creativity questionnaire (0.86) and academic self-efficacy questionnaire (0.77), respectively. For the analysis of data were used descriptive statistical methods (Frequency, percentage, mean and standard deviation) and inferential statistical methods (Multivariate analysis of variance (MANOVA), and sample t-tests) were used. The results show that the gifted female students excel in academic engagement and components of absorbing and devotion themselves, whereas the gifted male student excel in emotional creativity and components of innovation, readiness and effectiveness - originality, Between the two groups there was no significant difference in the academic self-efficacy. The results showed that the average emotional creativity and academic self-efficacy students as significantly higher.