Abstract
The current study aimed to measure emotional balance among gifted students in middle school. The study sought to examine the type of differences in the average responses of gifted children on the emotional stability scale for gifted students in the Haifa District due to the variables of gender, academic grade, school achievement, residential area , and parents’ educational level. A questionnaire was used to measure emotional balance, and the study sample consisted of (72) gifted middle school students in the Haifa District, who were selected randomly and intentionally from the study population of (200) male and female students. The results revealed that the level of emotional balance among gifted students in middle schools in the Haifa District came in large degrees and very high levels, meaning that there was a high degree of emotional balance among gifted students. The results showed that there were no statistically significant differences at the significance level (0.05 > a). In the responses of gifted students to a measure of emotional stability among gifted students in middle schools in the Haifa district, due to the variables of gender, grade, school achievement, residential area, and parents’ educational level.
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