International Journal of Educational and Psychological Studies

Volume 11 - Issue 4 (5) | PP: 777 - 794 Language : العربية
DOI : https://doi.org/10.31559/EPS2022.11.4.5
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Serious Creativity and its Relationship to Some Variables Among Talented Students at the Secondary Stage in Jeddah

Sahar Saad Althagafi ,
Nawal Abdullah Aldhobaiban
Received Date Revised Date Accepted Date Publication Date
1/3/2022 10/3/2022 17/3/2022 17/8/2022
Abstract
The current study aimed to identify the Serious Creativity of a sample of talented students at the secondary stage in Jeddah and its relationship to some demographic variables (gender/school stage). To achieve this, the study used the serious creativity scale prepared by Al-Akra (2017). Data were collected from a sample of (404) talented secondary school students in Jeddah, whose ages ranged between (15-18) years. The results revealed that the study sample members had a high level of serious creativity, as there were statistically significant differences in the level of serious creativity among the study sample members compared to the hypothetical level used in the study. Also, there were statistically significant differences in serious creativity according to gender in favor of females while there were no statistically significant differences in serious creativity according to the variable of the school stage. The study concluded with some recommendations, the most important of which are: Providing a supportive environment for talented students to support and motivate serious creativity by engaging students in class and extracurricular activities in an organized, thoughtful and developed manner that develops strategies of serious creativity in students. And facilitate talented students to obtain postgraduate scholarships to learn wider skills that develop new ways of thinking and creativity.


How To Cite This Article
Althagafi , S. S.& Aldhobaiban , N. A. (2022). Serious Creativity and its Relationship to Some Variables Among Talented Students at the Secondary Stage in Jeddah. International Journal of Educational and Psychological Studies, 11 (4), 777-794, https://doi.org/10.31559/EPS2022.11.4.5

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