Effectiveness of a Model Based on the Developmental Cognitive Theory of Giftedness in Identifying Gifted Students
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Abstract
This study aimed to ascertain the validity of the structure of giftedness model for identifying gifted students by the battery of tools specially designed to predict giftedness. The study sample consisted of (118) male and female students from the first and second secondary grades in Technology and Sciences School for gifted students in Cairo and (30) students from the first and second secondary grades in Experimental Language School to use them as a criterion to answer one of the study questions. The participants' ages ranged from 15 to 17 years. To achieve the study objective, these tests were administered: Raven's progressive matrices, specific task metacognition test of multi-response and Extra- cognitive abilities scale. The study results revealed that the new battery of tools were much better than traditional tools, as they were able to measure the hidden intellectual-creative abilities of gifted students, to predict giftedness and to differentiate between gifted and ordinary students in all variables measured by the battery.
Keywords: giftedness, theory, developmental, cognitive, metacognition, extra-cognitive
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