التَّفْكِيْرُ التَّبَاعُدِيُّ فِي المَجَالَاتِ الاجْتِمَاعِيَّةِ وَعَلَاقَتُهُ بالذَّكَاءِ العَاطِفِيِّ لَدَى الطَّلَبَةِ المَوْهُوْبِيْنَ وَالعَادِيِّيْنَ
Date
2024-01-25
Journal Title
Journal ISSN
Volume Title
Publisher
Arabian Gulf University
Abstract
هدف البحث التعرف على دلالة الفروق في مستوى التفكير التباعدي في المجالات الاجتماعية،
ومستوى الذكاء العاطفي لدى الطلبة في المملكة العربية السعودية وفقًا لمتغيرات تصنيف الطالب
(موهوب، عادي)، والجنس، والتعرف على القدرة التنبؤية لأبعاد الذكاء العاطفي، وتصنيف الطالب
بمستوى التفكير التباعدي في المجالات الاجتماعية لدى الطلبة، وتحديد طبيعة العلاقة بين التفكير
التباعدي في المجالات الاجتماعية والذكاء العاطفي. استخدم البحث المنهج الوصفي الارتباطي والمنهج
السببي المقارن، واستخدمت مقياس التفكير التباعدي، ومقياس الذكاء العاطفي. تكونت عينة البحث من
(244) طالبًا وطالبة، منهم (125) موهوبين، و(119) عاديين. أظهرت النتائج وجود فروق ذات دلالة
إحصائية في مستوى التفكير التباعدي في المجالات الاجتماعية (الطلاقة، الأصالة) لدى الطلبة تعزى
لمتغير تصنيف الطالب (موهوب، عادي)، وكانت الفروق لصالح الطلبة الموهوبين، ولمتغير جنس
الطالب على بعد الطلاقة، وكانت الفروق لصالح الإناث، في حين لم تكن الفروق دالة على بعد الأصالة
حسب متغير الجنس. وأظهرت النتائج أن أبعاد الذكاء العاطفي الستة، ومتغير تصنيف الطالب (موهوب،
عادي) استطاعت التنبؤ بما نسبته (%35) من التباين في مستوى التفكير التباعدي في المجالات
الاجتماعية (الطلاقة) لدى الطلبة، حيث استطاع متغير تصنيف الطالب لوحده التنبؤ بما نسبته (%25)
من التباين. كما أن متغير تصنيف الطالب استطاع التنبؤ بما نسبته (%9.7) من التباين في مستوى
التفكير التباعدي في المجالات الاجتماعية (الأصالة) لدى الطلبة. كما أظهرت النتائج وجود علاقة
ارتباطية موجبة وذات دلالة إحصائية بين التفكير التباعدي في المجالات الاجتماعية والذكاء العاطفي،
بمعامل ارتباط (0.316). استنادًا إلى النتائج قدم البحث عدة توصيات من ضمنها الاهتمام بتقديم البرامج
التدريبية في الذكاء العاطفي، وفي التفكير التباعدي في المجالات الاجتماعية للطبة الموهوبين والعاديين
في المرحلة الثانوية.
The study aimed to identify the significance of the differences in the level of divergent thinking in the social fields and the level of emotional intelligence among students in the Saudi Arabia according to the variables of student classification (gifted, normal), and gender, and to identify the predictive ability of the dimensions of emotional intelligence and the student’s classification with the level of divergent thinking in the social fields, and determine the nature of the relationship between divergent thinking in social fields and emotional intelligence. The study used the descriptive correlational research approach and the causal-comparative approach, and used the divergent thinking scale, and the emotional intelligence scale. The research sample consisted of (244) male and female students, of whom (125) Gifted, (119) normal. The results showed that there were statistically significant differences in the level of divergent thinking in the social fields (fluency, originality) among students due to the student classification variable (gifted, normal), and the differences were in favor of the gifted students, and the student gender variable on the fluency dimension, and the differences were in favor of females, in While the differences were not indicative of the originality dimension according to the gender variable. The results showed that the six dimensions of emotional intelligence and the student classification variable (gifted, normal) were able to predict (35%) of the variance in the level of divergent thinking in the social fields (fluency) among students, whereas the student classification variable alone was able to predict (25%) of variance. The student classification variable was able to predict (9.7%) of the variance in the level of divergent thinking in social fields (originality) among students. The results also showed a positive and statistically significant correlation between divergent thinking in social fields and emotional intelligence among students in the Saudi Arabia, with a correlation coefficient of (0.316). Based on the results, the study presented several recommendations, including interest in providing training programs in emotional intelligence and divergent thinking in the social fields for gifted and ordinary students in the secondary stage.
The study aimed to identify the significance of the differences in the level of divergent thinking in the social fields and the level of emotional intelligence among students in the Saudi Arabia according to the variables of student classification (gifted, normal), and gender, and to identify the predictive ability of the dimensions of emotional intelligence and the student’s classification with the level of divergent thinking in the social fields, and determine the nature of the relationship between divergent thinking in social fields and emotional intelligence. The study used the descriptive correlational research approach and the causal-comparative approach, and used the divergent thinking scale, and the emotional intelligence scale. The research sample consisted of (244) male and female students, of whom (125) Gifted, (119) normal. The results showed that there were statistically significant differences in the level of divergent thinking in the social fields (fluency, originality) among students due to the student classification variable (gifted, normal), and the differences were in favor of the gifted students, and the student gender variable on the fluency dimension, and the differences were in favor of females, in While the differences were not indicative of the originality dimension according to the gender variable. The results showed that the six dimensions of emotional intelligence and the student classification variable (gifted, normal) were able to predict (35%) of the variance in the level of divergent thinking in the social fields (fluency) among students, whereas the student classification variable alone was able to predict (25%) of variance. The student classification variable was able to predict (9.7%) of the variance in the level of divergent thinking in social fields (originality) among students. The results also showed a positive and statistically significant correlation between divergent thinking in social fields and emotional intelligence among students in the Saudi Arabia, with a correlation coefficient of (0.316). Based on the results, the study presented several recommendations, including interest in providing training programs in emotional intelligence and divergent thinking in the social fields for gifted and ordinary students in the secondary stage.
Description
Keywords
divergent thinking in social fields, emotional intelligence, gifted students, normal students, Saudi Arabia