مقايسه تحول توانمندي هاي منشي نوجوانان تيزهوش و عادي و تدوين مدل ساختاري براي نوجوانان بر اساس توانمندي هاي منشي والدين با ميانجي گري ذهني سازي، بهزيستي روانشناختي و خودشكوفايي در والدين

Comparing the Evolution of Gifted an‎d Normal Adolescents’ Character Strengths an‎d Evolution a Model for Adolescents Based on Parents’ Character Strengths Mediated by Mentalization, Psychological Well-Being, an‎d self-Flourishing in Parents

روان شناسي و آموزش افراد با نيازهاي خاص

The aim of the present research was, in the first phase, to examine the development of character strengths in two groups of gifted an‎d normal students, an‎d in the second phase, to investigate the relationship between the character strengths of parents an‎d the character strengths of gifted students, with the mediating roles of psychological well-being, mentalization, an‎d flourishing. The statistical population of the study consisted of all gifted an‎d normal adolescents an‎d their parents in the city of Isfahan. The sample consisted of 320 students (160 gifted an‎d 160 normal students) an‎d their parents, who were selec‎ted using cluster ran‎dom sampling. This research was applied in nature based on its objectives an‎d was divided into two sections regarding the method of data collection. The first section utilized a descriptive survey method, while the second section employed a correlational method. Data were collected using the Park an‎d Petersonʹs (2006) Character Strengths Questionnaire, the Ryff (1988) Psychological Well-Being Questionnaire, the Hausbergʹs (2012) Mentalization Questionnaire, an‎d the Seligmanʹs (2014) Flourishing Questionnaire. The research questions were analyzed using Pearson correlation, analysis of variance, an‎d multivariate regression with SPSS an‎d PLS software. The results of the data analysis indicated no significant difference in the development of character strengths between gifted an‎d normal students; however, the impact of educational level was significant in both groups. Additionally, the type of school also had a significant effect, meaning that character strengths differed significantly between the two groups of normal an‎d gifted students. In gifted students, the virtue of intellect an‎d knowledge was higher than in normal students; however, the virtues of humanity an‎d courage were more pronounced in normal students compared to gifted ones. There was no significant difference between the two groups in the virtues of excellence an‎d moderation. Nevertheless, the trajectory of character strengths development was consistent an‎d upward in both groups. Furthermore, the results showed a significant relationship between the character strengths of parents an‎d the character strengths of students. However, the relationship between the character strengths of parents an‎d students remained unchanged with the introduction of the mediating variables of psychological well-being, mentalization, an‎d flourishing, indicating that the level of relationship between the character strengths of parents an‎d students remained stable. Conclusion: Therefore, it can be concluded that the type of school did not play a role in the development of the character strengths of gifted an‎d normal students. It can also be concluded that the greater the character strengths of parents, the higher the character strengths of adolescents, so interventions based on increasing the character strengths of parents are recommended to develop the personality traits of their adolescents.

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