Abstract
The current study investigated correlations among gifted students’ academic performance; emotional, social, analytical, creative, and practical intelligence; and their implicit theories of intelligence. Furthermore, it studied the effect of gender and grade on these variables. The participants included 174 gifted fifth (41.4%) and sixth (58.6%) grade students, comprising 53.4% male and 46.6% female. The following analytical, creative, and practical intelligence tests were administered: Aurora Battery, the emotional intelligence scale, the implicit theories of intelligence scale, and an assessment scale of students’ performances. The results revealed significant correlations among academic performance, kinds of intelligence, and implicit theories of intelligence. There were no significant differences between the male and female students in these measures. There were, however, significant differences between the fifth and sixth grade students, with the sixth-grade students showing higher levels of all kinds of intelligence, except emotional intelligence. Moreover, the results indicated that the intelligence measures were non-significantly affected by either gender or gender–grade interaction. Overall, our results showed that most types of intelligence are related to giftedness, and that there were no gender differences among gifted students on measures of intelligence.
Highlights
The current article investigated the relationship between academic performance and the different kinds of intelligence in gifted students
The results of the current study agreed with the results of other studies, which indicated that there were significant associations between age and social intelligence (Peixoto, 2013)
One possible explanation for this result is that students in the sixth grade in our study were exposed to gifted programs and services more than students in the fifth grade, because the starting point for gifted education services in Saudi Arabia is the fourth grade
Summary
The current article investigated the relationship between academic performance and the different kinds of intelligence in gifted students. It investigates the impact of grade level and gender both on these different kinds of intelligence and academic performance. There are a wide range of views about the nature of intelligence, starting from the view that intelligence is fixed upon birth to the view that it is malleable and can be developed and changed depending on an individual’s mindset and efforts (Deary, 2000; Haimovitz and Dweck, 2016). There are a wide range of opinions regarding how intelligence is related to other factors (Garlick, 2002; Maass et al, 2008; Johnson et al, 2010).
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