The role of Creative Thinking, Mindfulness and Emotional Intelligence in Predicting the Academic Stress of Gifted Students

Document Type : Scientific- research

Authors

1 Ph.D. in Psychology, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

2 Master of Psychology, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Master of Family Counseling, Department of Counseling, University of Mohaghegh Ardabili, Ardabil, Iran

4 Master of Educational Psychology, Department of Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

Since high levels of stress have many negative consequences on students’ academic future, the present study was conducted with the aim of predicting academic stress based on creative thinking, emotional intelligence and mindfulness among gifted students. The research method was descriptive and correlational. The statistical population of the study consisted of all male and female high school students in gifted schools in Ardabil in the academic year 2019-2020, out of whom 170 students (100 boys and 70 girls) were selected by cluster sampling. To collect the data, the Academic Stress Questionnaire of Zajacova, Lynch and Espenshade (2009), Welch and McDowell’s (2002) Creative Thinking Questionnaire, Schutte’s Emotional Intelligence Scale (EIS) (1998) and Kentucky Inventory of Mindfulness Skills (KIMS) (2004) were used as instruments. Data were analyzed using Pearson correlation test and simultaneous regression analysis. The results showed a significant negative correlation between the variables of creative thinking, emotional intelligence and mindfulness, and the academic stress of gifted students. The results also showed that creative thinking, emotional intelligence and mindfulness predict a total of 64% of the variance of academic stress in gifted students (p < 0.05). Therefore, it can be concluded that by increasing creative thinking, mindfulness and emotional intelligence in gifted students, the severity of academic stress in them can be reduced.

Keywords

References

احمدی­فقیه، مریم؛ ضرغام حاجبی، مجید؛ منیرپور، نادر. (1398). «بررسی نقش میانجی سبک تفکر در رابطه بین هوش هیجانی معلمان و خلاقیت دانش آموزان». مجله تفکر و کودک، 10(2)، 20-1.
امامی مقدم، زهرا؛ داوودی، ملیجه؛ بهنام وشانی، حمید رضا؛ امین یزدی، سید امیر. (1392). «تأثیر آموزش مهارت­های هوش هیجانی بر واکنش به استرس تحصیلی دختران دبیرستانی». فصلنامه مراقبت مبتنی بر شواهد، 3(6)، 36-28.
امیری، فاطمه؛ ویسکرمی، حسن علی؛ سپهوندی، محمد علی. (1398). «اثربخشی درمان ذهن‌آگاهی بر اضطراب و تنظیم هیجانی دانش‌آموزان تیزهوش دوره اول متوسطه». توانمندسازی کودکان استثنایی، 10(2)، 148-137.
آذر، عماد؛ بیگدلی، ایمان الله؛ غنائی چمن آباد، علی. (1398). «نقش کارکردی همگام‌‌سازی فعالیت امواج آلفا در تفکر واگرا و همگرا». مجله علوم اعصاب شفای خاتم، ۷ (۲)، 43-33.
حیدری، مهرنوش؛ مروتی، ذکرالله؛ خانبابایی، رقیه؛ فرشچی، نگار. (1396). «ﻧﻘﺶ ذﻫﻦ آﮔاهی، ﻫﻮش ﻫﻴﺠﺎنی و ﺧﻮدﻛﺎرآﻣﺪی در ﭘﻴﺶ داﻧﺸﺠﻮﻳﺎن ﺑﻴﻨﻲ ﺗﻨﻴﺪﮔﻲ ادراک ﺷﺪه دﺧﺘﺮ». مطالعات زنان، 15(1)، 212-189.
خنجرخانی، مسعود؛ عباسی، محمد. (1396). «بررسی نقش تعدیل گری ذهن آگاهی در رابطه بین استرس و سازگاری تحصیلی دانشجویان». فصلنامه مطالعات روانشناسی تربیتی، 28، 104-84.
صبحی­قراملکی، ناصر. (1391). «پیش­بینی انگیزه پیشرفت تحصیلی براساس هوش­هیجانی دانش­آموزان. روانشناسی مدرسه»، 1(3)، 62-49.
طاهر، محبوبه؛ بخشی­پور، باب­اله؛ مجرد، آرزو؛ کوچک­پور، مریم. (1394). «مقایسه هوش هیجانی و خلاقیت دانش­آموزان تیزهوش و دانش­آموزان با هوش متوسط». فصلنامه تحول روان­شناختی کودک، 2(1)، 58-49.
عطادخت، اکبر. (1395). «نقش کمالگرایی و هوش هیجانی در پیش بینی فرسودگی تحصیلی دانش­آموزان دبیرستانی». روانشناسی مدرسه، 5(1)، 80-65.
فراهینی، ندا؛ غلامعلی، افروز؛ رسول زاده طباطبایی، سید کاظم. (1392). «رابطه شیوه­های فرزندپروری والدین و کمرویی با خلاقیت در تیزهوشان». روانشناسی مدرسه، 2(4)، 153-137.
قادری، مصعب؛ نصیری، مرتضی؛ آئینه حیدری، علی؛ پاچنگ، محمد؛ آدرویشی، سارا. (1392). «بررسی ارتباط هوش هیجانی و پیشرفت تحصیلی در دانشجویان دانشگاه های شهر جیرفت در سال 1392». فصلنامه توسعه آموزش جندی شاپور، 5(2)، 147-137.
قبادی، اکرم؛ نیکدل، فریبرز؛ نوشادی، ناصر. (1397). «نقش واسطه­ای شیوه­های مقابل با تنیدگی در رابطه بین تفکر خلاق و بهزیستی روانشناختی». مجله روانشناسی، 22(1)، 99-84.
کرد، بهمن؛ باباخانی، آرزو. (1395). «نقش خوددلسوزی و ذهن آگاهی در پیش بینی استرس تحصیلی دانش آموزان دختر». مجله مطالعات روانشناسی تربیتی، 12(24)، 126-110.
ملکیان جبلی، مونا؛ شکری، امید. (1391). «تغییرناپذیری ساختار عاملی سیاهه تنیدگی ناشی از انتظارهای تحصیلی در دانش‌آموزان تیز هوش و غیرتیزهوش». روانشناسی تحولی، 8(31)، 291-303.
موحدی، یزدان. (1398). تأثیر طراحی بهینه فضای آموزشی بر ارتقای خلاقیت». فناوری آموزشی، 13(2)، 535-529.
هاشمی، فرشته؛ درتاج، فریبرز؛ فرخی، نور علی؛ نصرالهی، بیتا. (1398). «اثربخشی آموزش ذهن‌آگاهی بر تعلل‌ورزی تحصیلی، و استرس تحصیلی دانش‌آموزان دختر پایۀ هشتم». فصلنامه روان شناسی تربیتی، 15(52)، 1-13.
Akduman, G., Hatipoglu, Z., & Yuksekbilgili,  Z.A. (2015). "Research about emotional intelligence on  generations". International Journal of Advanced Multidisciplinary Research and Review, 3(4), 124-133.
Al-Dhaimat, Y., Albdour, N. T., & Alshraideh, M. (2020). "Creative self-efficacy and its' relationship to intellectual stress among gifted Sstudents at the Jubilee school". World Journal of Education, 10(3), 208- 219.
Amini, M. (2005). "Identifying stressors and reactions to stressors in gifted and non-gifted students". International Education Journal, 6 (2), 136-140.
Baer, R.A., Smith, G.T., & Allen, K.B. (2004). "Assessment of mindfulness by self-report. The Kentucky Inventory of Mindfulness skill". Assessment, 11(3), 191-206.
Baqutayan, SH.M.S., Abd Ghafar, S.W., & Gul, M. (2017). "The relationship between stress and emotional intelligence among Postgraduate students: The case study at Perdana school of science, Technology and Innovation Policy (STI Policy), University Technology Malaysia". International Journal Behavioral Science, 11(2), 74-81.
Besharat, M. A. (2007). "Psychometric properties of Farsi version of the Emotional Intelligence Scale-41 (FEIS-41)". Personality and Individual Differences, 43, 991-1000.
Blackburn, T. (2020). "The relationship between mindfulness, academic stress, and attention". All Graduate Theses and Dissertations. 7940.
Caterina, D. F., Tiffany, D., Rachel, E., & Brent, S. (2019). Creative coping strategies: Reducing academic stress in college students. Brenau University, ProQuest Dissertations Publishing.
Dhanalakshmi, K., & Murty, K.V.S.N. (2018). "Relationship between study habits and academic stress of B.ED trainees". Journal for Humanity Science & English Language, 6(28), 7852-7856.
Duncan, B.L., Miller, S.D., Wampold, B.E., & Hubble, M. A. (2010).  The heart and soul of change: Delivering what works in therapy. American Psychological Association.
Dunne, M.P., Sun, J., Nguyen, N.D., Truc, T., Loan, K.X., & Dixon, J. (2010). "The influence of educational pressure on the mental health of the adolescence in East Asia". Journal of Science Research, Hue University, 61(1), 18-27.
Haynes, J. (2007). "Freedom and the urge to think in Philosophy with children". Gifted Education International, 22 (2/3), 229-238.
Hen, M., & Goroshit, M. (2014). "Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities". Journal of Learning Disabilities, 47(2),116-124.
Heshmati, R., & Maanifar, S. (2018). "Metacognition, mindfulness, and spiritual well-being in gifted high school students". Health Spiritual Med Ethics, 5 (3), 22-28.
Hj Ramli, N., Alavi,  M., Mehrinezhad, S., & Ahmadi,  A. (2018). "Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness". Behavioral Sciences, 8(1),12.
Inuusah, M., Regine, K., Kwan Jonathan, M., Ebenezer, A., & Richard, M. (2019). "Relationship between creative thinking and students' academic performance in English language and mathematics: The moderating role of gender". Journal of Education, Society and Behavioural Science, 31(4), 1-10.
Jain, G., & Singhai, M. (2017). "Academic stress amongst students: A review of literature". Journal of Management and Research, 5(1), 58-67.
Karimi, F. (2014). "Religious beliefs and emotional intelligence in university students". Educational Strategy in Medical Sciences, 7(2), 121-126.
Kim, M. K., Roh, S., & Cho, M. K. (2016). "Creativity of gifted students in an integrated math-science instruction". Thinking Skills and Creativity, 19, 38-48.
Lal, K. (2014). "Academic stress among adolescent in relation to intelligence and demographic factors". American  International Journal Research in Humanities, Arts and Social Sciences,  5(1), 123–129.
Liu, Y. (2015). "The longitudinal relationship between Chinese high school students' academic stress and academic motivation". Journal Learning and Indiviual Differences,  38, 123-126.
Mayer, J. D. & Salovey, P. (1990). "Emotional intelligence". Imagination, Cognition, and Personality, 9,185-211.
Miri, M.R., Kermani, T., Khoshbakht., H., &  Moodi, M. (2013). "The relationship between emotional intelligence and academic stress in students of medical sciences". Journal of Educational Health Promotion, 2(40), 1-5.
National Association for Gifted Children. (2015). Gifted education in theU.S. Retrieved June 9, 2015 from http://www.nagc.org/resourcespublications/resources/giftededucation-us.
Nurlela, L. (2015). "Developing creative thinking skills in learning at higher-educational institution of teacher". The 3rd UPI International Conference on Technical and Vocational Education and Training (TVET),114-119.
Parmentier, F.B.R., García-Toro, M., Garcia-Campayo, J., Yanez, A. M., Andres, P., & Gili, M. (2019). "Mindfulness and symptoms of depression and anxiety in the general population, the mediating roles of worry, rumination, reappraisal and suppression". Frontiers in Psychology, 10, 1-10.
Saygili, G. (2015). "The factors affecting emotional intelligence of gifted children". Research Journal of Recent Sciences, 4(3), 41-47.
Schutte, N.S., Malouff, J.M., hall, l.E., haggerty, D.J., Cooper, J. t., Golden, C. & Dornheim, l. (1998). "Development and validation of a measure of emotional intelligence". Personality and Individual Differences, 25(2), 167–177.
Snow, J., Zavaran, M., Vythilingam, M., & Blair, R. (2008). "Association between level of emotional intelligence and severity of anxiety in generalized social phobia". Journal of Anxiety Disorders, 22, 1487-1495.
Soh, K. (2017). "Fostering student creaivity through teacher behaviors". Thinking Skills and Creativity, 23, 58- 66.
Subburaj, A. Shunmuga Sundaram, M., & Sekar, M. (2012). "Role of emotional intelligence in managing acadenic stress". Golden Research Thoughts, 2(5), 1-5.
The, C., Ngo, C., Zulkifli, R., Vellasamy, R., & Suresh, K. (2015). "Depression, anxiety and stress among undergraduate students: A cross sectional study". Open Journal of Epidemiology, 5, 260–268.
Wang, X., Duan, H., Kan, Y., Wang, B., Qi, S., & Hu, W. (2019). "The creative thinking cognitive process influenced by acute stress in humans: an electroencephalography study". Stress, 22(4), 472-481.
Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). "Creative and critical thinking: Independent or overlapping components?" Thinking Skills and Creativity, 27, 114-122.
Worrell, F.C., Subotnik, R.F., Olszewski-Kubilius, P., & Dixson, DD. (2019). "Gifted students". Annual Review of Psychology, 70(1), 551–576.
Ying, C., Liu, C.J., He, J., & Wang, J. (2018). "Academic stress and evaluation of a mindfulness training intervention program". NeuroQuantology, 16(5), 97-103.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2009). "Self-efficacy, stress, and academic success in college". Research in Higher Education, 46(6), 678-706.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). "Mindfulness-based interventions in schools-a systematic review and meta-analysis". Frontiers in Psychology, 5, 1–20.
Zins, J.E., Weissberg, R.P., Wang, H.J., & Walberg, R P. (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.
Zirak, M., & Ahmadian, E. (2015). "The relationship between emotional intelligence and creative thinking with academic achievement of primary school students of fifth grade". Mediterranean Journal of Social Sciences, 6(1), 598-611.
Zoogman, S., Goldberg, S.B., Hoyt, W.T., & Miller, L. (2015). "Mindfulness interventions with youth: A meta-analysis". Mindfulness, 6(2), 290–302.

Files

Share

How to cite

Statistics