The demand for effective interventions to improve domain-specific academic outcomes for individuals with special needs at either end of the spectrum has existed for some time.Since the earlier contributions to the lit...The demand for effective interventions to improve domain-specific academic outcomes for individuals with special needs at either end of the spectrum has existed for some time.Since the earlier contributions to the literature documenting gifted individuals who were simultaneously exhibiting disabilities,there has been some progress in our understanding.We now know that in individuals with both gifts and disabilities,potentially,either or both of the exceptionalities can obscure the effects of the other,which significantly delays the average time to receive a diagnosis.Such delays in diagnosis detrimentally impact the the form of effective interventions without a diagnosis.The purpose of this paper is t quality of life across various domains because there can be no opportunity to receive help in o determine whether effective interventions exist to improve domain-specific(i.e.,social,emotional,or academic)outcomes for people with both gifts and disabilities.A query was performed using evidence databases TRIP and PDQ for“twice-exceptional,”“Giftedness,”“Disability,”and“intervention.”The four most relevant,freely available studies in English were selected for critique.Despite identifying potential threats to validity among the studies,methodological similarities among them were strong enough to confidently conclude that not only do effective interventions exist for the population of gifted with ADHD,but the outcomes of these interventions may also carry over into other domains resulting in indirect effects.展开更多
The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The...The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.展开更多
Objective:A positive and successful transition into university is crucial.Transition to the college environment is a critical situation that can impact students holistically.The study aimed to examine the relationship...Objective:A positive and successful transition into university is crucial.Transition to the college environment is a critical situation that can impact students holistically.The study aimed to examine the relationship between emotional intelligence and academic adjustment among undergraduate student s in Oman.Methods:The study utilized a descriptive correlational and cross-sectional study design.The total sample was 339 based on defined inclusion criteria.The study used Emotional Intelligence Questionnaire and Academic Adjustment Scale to investig a te the extents of the research phenomena among undergraduate students.Results:The average age of the participants was 21.5 years.The level of AD and EI was on medium.However,the findings revealed a strong positive relationship(r=0.703)between emo t ional intelligence and academic adjustment among undergraduate students.Conclusion:Emotional intelligence may increase over time through the academic life.It can help students develop adequate social skills and bondings to satisfy academic demands and p romote their social,moral,and cognitive abilities and adjustment.展开更多
文摘The demand for effective interventions to improve domain-specific academic outcomes for individuals with special needs at either end of the spectrum has existed for some time.Since the earlier contributions to the literature documenting gifted individuals who were simultaneously exhibiting disabilities,there has been some progress in our understanding.We now know that in individuals with both gifts and disabilities,potentially,either or both of the exceptionalities can obscure the effects of the other,which significantly delays the average time to receive a diagnosis.Such delays in diagnosis detrimentally impact the the form of effective interventions without a diagnosis.The purpose of this paper is t quality of life across various domains because there can be no opportunity to receive help in o determine whether effective interventions exist to improve domain-specific(i.e.,social,emotional,or academic)outcomes for people with both gifts and disabilities.A query was performed using evidence databases TRIP and PDQ for“twice-exceptional,”“Giftedness,”“Disability,”and“intervention.”The four most relevant,freely available studies in English were selected for critique.Despite identifying potential threats to validity among the studies,methodological similarities among them were strong enough to confidently conclude that not only do effective interventions exist for the population of gifted with ADHD,but the outcomes of these interventions may also carry over into other domains resulting in indirect effects.
文摘The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students’ academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.
文摘Objective:A positive and successful transition into university is crucial.Transition to the college environment is a critical situation that can impact students holistically.The study aimed to examine the relationship between emotional intelligence and academic adjustment among undergraduate student s in Oman.Methods:The study utilized a descriptive correlational and cross-sectional study design.The total sample was 339 based on defined inclusion criteria.The study used Emotional Intelligence Questionnaire and Academic Adjustment Scale to investig a te the extents of the research phenomena among undergraduate students.Results:The average age of the participants was 21.5 years.The level of AD and EI was on medium.However,the findings revealed a strong positive relationship(r=0.703)between emo t ional intelligence and academic adjustment among undergraduate students.Conclusion:Emotional intelligence may increase over time through the academic life.It can help students develop adequate social skills and bondings to satisfy academic demands and p romote their social,moral,and cognitive abilities and adjustment.
