The nexus between the attitudes and self-concepts of gifted students in an Arab context.

Abstract

The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen's theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates. The revised Self-Perception Profile for Children and Opinions About the Gifted and Their Education scales were used to collect data from 150 high school students in Abu Dhabi, one of seven states (emirates) in the United Arab Emirates. AMOS software version 29 was used to conduct confirmatory factor and path analyses. To evaluate the differences between the background variables on attitudes and self-concepts, t-tests were calculated using SPSS software version 28. The study found a relationship between the attitudes and self-concepts of students regarding their participation in enrichment programs. The hypothesized moderation effect of demographic variables on the relationship between attitudes and self-concepts was not supported. The study's limitations and implications for educators in the United Arab Emirates to prioritize programs geared toward developing the attitudes and self-concepts of gifted students are discussed in detail.