Unveiling the relationship between psychological adaptation and problem-solving skills in gifted intermediate school students: A Saudi Arabian perspective

Abstract

This study examines the relationship between psychological adaptation and the problem-solving skills of gifted students at the intermediate school stage in Saudi Arabia to determine the difference in the level of influence according to gender and grade. The study involved a random sample of 187 gifted students, whose responses were received through an online questionnaire. This quantitative study used a T-test, one-way analysis of variance, two-way analysis of variance and regression analysis. The findings indicated a positive effect of psychological adaptation on all dimensions of problem-solving skills. In addition, substantial differences were observed between males and females in the four dimensions of psychological adaptation. The results also showed no differences between males and females regarding the problem-solving skill dimensions of problem definition and decision making. However, there were significant differences between the remaining dimensions and the total general dimension of problem-solving skills. The study recommends that psychological aspects be included as the core and cognitive objectives when planning care programmes for the gifted, intensifying the role of psychosocial counselling and rehabilitation programmes for teachers and educational mentors.