Comparison of self-discipline ability, personality traits and family functioning of gifted and normal female students

Dissertation to receive master's degree in psychology department: General psychology trend

Abstract

Comparison of self-discipline ability, personality traits and family functioning of gifted and normal female students

Shakuri flame

Young people are the future capital of society. Special schools for the cultivation of brilliant talents have a relatively different environment from normal schools. The difference between the two educational environments can strengthen and create different personality traits in the two groups of students of these schools. The present study was designed and implemented to investigate the social differences in self-discipline, personality traits and family functioning of gifted high school and conservatory students. The research method is of comparative causal type and sampling is done in multi-stage clusters. The statistical population of this research included secondary school female students of the first education district of Rasht in the academic year of 1994-1993, who were 6990 people. The statistical sample included 180 gifted and normal female students at the secondary level. In this research, Bouffard et al.'s self-regulation questionnaire (1995), five personality factors (Costa and McCree, 1985) and family functioning questionnaire (Epstein, Baldwin and Bishab, 1983) were used to collect data. In general, the results showed that there is a significant difference between the three groups of gifted, high school, and conservatory students in self-discipline (p<0.05), personality traits (p<0.05), and family functioning (p<0.05). According to the research results, it seems that gifted high school students are different from normal students in terms of some aspects of self-discipline, personality traits, and family functioning. The favorable conditions of the educational environment and the type of family treatment can play a role in these differences. Keywords: self-regulation, personality trait, family functioning, smart, normal. In that order, topics such as introduction, statement of the problem, importance and necessity of research, research objectives and conceptual and operational definitions of research variables are discussed in preference.

Introduction

Human knowledge about the different needs of a human being has forced the education workers to fulfill the needs of students in various dimensions. The all-round development of teenagers and meeting their needs in terms of physical, movement, cognitive, language and speech, emotional and social, and finally the development of creativity and self-expression is considered by many education practitioners and should be followed in the higher educational stages (Mafidi, 2018).

Since humans have differences in different dimensions, these differences are reflected in their abilities, talents, desires and finally in their personality. Knowing the personality characteristics of the students makes it possible to adjust the issues with their interests and qualifications through knowledge and awareness, and psychologically secure the living environment and educational fields, so that the students can use their abilities and skills in that environment. The quality of students' thoughts is very important for learning. Students differ in processing, encoding, recalling and organizing, as well as how they apply learned information. Some of them are thoughtful learners, and others process information in a completely superficial way (Ebrahimoglu[1], 2013).

Today's era requires people with personality traits that have the ability to self-discipline. In addition to individual differences, people also differ from each other in how to deal with a task. But these differences do not only indicate the difference in the level of intelligence or special ability patterns, but also refer to self-regulation learning strategies (Zombern [2] et al., 2011). While there have been advances in the understanding of self-regulated learning, there are still unanswered questions. One of them deals with the issue that self-regulated learning can be considered a learnable feature, or it should be considered related to individual differences. In other words, to what extent self-regulated learning is consistent in connection with personality tendencies, it has not yet been systematically investigated (Bidjerano and Yoon Dai[3], 2007).

Recently, education experts have paid more attention to the categories of cognition and motivation.Cognition includes parts of ability and mental actions such as understanding and recognition and thinking, which is considered as a role in learning. Self-regulated learning strategies include self-study skills, self-questioning, self-review, and self-enhancement, which help learners facilitate their learning by using cognitive processes. Various factors have an effect on students' self-regulation orientation in different situations, including the family environment and students' personality traits (Pentrich [4], 2002; quoted by Azseif, 2018).

The family as the first and most important representative of society plays a fundamental role in teaching people how to live. Many studies show that most children who are successful academically come from families with healthy relationships between family members. Family has always been considered as the most important human system. According to the theorists of the family system, the family is like the human body in which each part affects and is influenced by the other part (Qureishi, 2013).

Regarding the place and importance of the educational system in determining the educational destiny of the students, the purpose of this study is based on the principle that by recognizing the personality characteristics of the students and giving importance to their self-regulation ability according to their family conditions and conditions, the education workers can become the future builders of the society by involving the parents. equip science with necessary skills.

Statement of the problem

The education of students in all courses is done in order to change their behavior, thoughts, attitudes and skills, and finally it is measured in the form of progress and academic performance and more friendly, less tense relationships and the ability to master the behavioral range of students. On the other hand, among the most important concerns of officials, education experts and students' families, academic and social performance is desirable. Therefore, considering the factors that affect the personality, family and self-discipline of students, the study of these factors is of particular importance. Because these concepts have broad dimensions that include both environmental factors and intra-personal factors (Hatami, 2013).

One of these individual dimensions is personality, personality is defined and specific patterns of thought, emotion and behavior that determine a person's personal style in interaction with the material and social environment (Atkinson and Hilgard, 2006). The development of human personality includes all stages of development and adolescence is considered a stage of this psychosocial development, which is between childhood and adulthood. Adolescence is primarily transformation and change, and at the same time, it is the period of character formation and dealing with life issues, the most important phenomenon of adolescence is the transformation of a person's personality (Mansour, 2010). During this evolution, the character traits and characteristics of the teenager are revealed. One of these characteristics that exists in some teenagers is intelligence.

In recent years, intelligence has been viewed in a multidimensional way. In this connection, Sternberg has identified three types of analytical, synthetic and practical intelligence. Combinations of genetic and acquired factors play a role in the development of intelligence, and it is difficult to determine the contribution of each factor (Kirimi, 2008). The role of family, school, peer group and society is very important in developing intelligence. Gifted students have high self-awareness, self-confidence, and divergent thinking is evident in them. They are highly motivated and have a high mental capacity (Hasinkhanzadeh, 2013).

Another individual characteristic that is different in teenagers is the ability to regulate their behavior, in other words, self-discipline. The concept of self-regulation is part of Bandura's social-cognitive theory [5], whose main assumption is that each person is the result of the interaction of three categories of personal variables, environment and behavior. According to this theory, self-regulation is not determined only by personal processes, but is influenced by environmental and behavioral elements in an interactive way. The relative strength of the effects of self, environment and behavior in this triple interaction can be changed through personal efforts to self-regulate the behavioral consequences of performance and changes in the environment. According to Bandura, learning through observing one's own behavior and behavioral consequences is the most effective way of perceiving behavior, and modeling people from the environment is one of the determinants of the learning environment. Therefore, self-regulation strategies can be learned by observing patterns that use this strategy (Pentrich and Shank, 2001; quoted by Hosseini, 2018).