The Role of Higher Cognitive Functions and Academic Burnout in Predicting Creativity among Gifted High School Student

Document Type : Scientific Articles

Authors

1 Associate Professor, Department of Psychology, Faculty of Humanities, Maragheh University, Maragheh, Iran.

2 Assistant professor. Department of Educational Science, University of Sistan and Baluchestan, Zahedan, Iran.

Abstract

The aim of this study was to investigate the role of high cognitive activity of the mind and academic burnout in predicting creativity of gifted school students in Tabriz. The present study method was descriptive and correlational. The statistical population included all male high school students in gifted schools in Tabriz (first and second year of high school) in the academic year 2021-2022, 80 people, who were selected as samples using the available sampling method. To collect data, the Abedi Creativity Questionnaire (1983), the Wisconsin Grant and Berg Test (1984), the Wechsler Intelligence Scale (1939) for children, and the Academic Burnout Questionnaire of Berso, Salnova, and Schafeli (2007) were used.
To analyze the data, Pearson correlation coefficient and multiple regression were used under SPSS version 22 software. The results showed that there is a significant positive relationship between high cognitive activity of the mind (Wisconsin performance, vocabulary and digit span) and creativity in gifted school students (P=0.001). Also, there is a significant negative relationship between academic fatigue, academic disinterest, academic inefficiency and academic burnout with creativity in gifted school students (P=0.001). The results of multiple regression analysis also showed that the variables of high cognitive activity of the mind and academic burnout have 62% ability to predict creativity in gifted school students. According to the results obtained, it can be stated that high cognitive activity of the mind and academic burnout have the ability to predict creativity in gifted school students and to increase creativity in gifted students, special attention should be paid to high cognitive activity of the mind and academic burnout.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 58
May 2025
Pages 23-1

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