تقدير الذات ودافع الإنجاز لدى الطلبة المتفوقين عقلياً والعاديين في المرحلة الثانوية بدولة الكويت

Abstract

ABSTRACT: The current study aimed at illustrating the effect of the two secondary-stage systems in the state of Kuwait (the two-semester system and the credit courses system) with respect to the students' self-esteem and motivation to achieve. It also aimed at identifying the differences between gifted and average students in these two variables in both systems. The study attempted to answer the following questions: 1. Are there any statistical differences in the degree of self-esteem of the students of the credit-courses system and the two-semester system? Does such a difference (if any) differ with regard to the students' mental ability (gifted vs. average)? 2. Is there any statistical difference in the degree of motivation to achieve of the students of the credit-courses system and the two-semester system? Does such a difference (if any) differ with regard to the students' mental status (gifted vs. average)? 3- Is there any difference in the strength of the correlation between the degrees of the two variables with regard to the students' mental ability (gifted vs. average) and the schools' system? A sample of 250 male students was screened out from four secondary schools (two follow the credit-course system and two follow the two courses system) by using the multiple criteria system. Achievement, intelligence, and creativity. Data were collected by the Self-Esteem Adolescence & Grown-up Test, and the Test of Motivation to Achieve for Grown-up and Children. The major findings of the study were: 1. There were statistical differences in the degree of self-esteem of the students in both systems, P > = 0.001. 2. There were statistical differences in the degree of self-esteem of the students with regard to the students' mental slates (gifted vs. average), P > = 0.001 3. There was no statistical difference in the degree of motivation to achieve of the students in both schools' system. 4. There were statistical differences in the degree of motivation to achieve of the students with regard to the students' mental status (gifted vs. average), P > = 0.001 5- There was no valuable difference between the degrees of the correlation coefficient of the two variables of the study, with regard to the schools' system. Therefore, the groups were combined into one group, and the correlation coefficient was significant but weak. In addition, there was a statistical difference between the degrees of the correlation coefficient of the two variables with regard to the students' mental ability. The degree of the correlation coefficient of the gifted group was moderate and significant, while the degree of the average students was weak