كشف مولفه هاي خردمندي تحصيلي و ساخت و اعتباريابي ابزار خردمندي تحصيلي براي دانش اموزان تيزهوش

Academic wisdom , scale development , mixed-method approach , validity an‎d reliability , balance theory of wisdom , gifted students

Exploring the Components of Academic Wisdom an‎d Developing an‎d Validating a Scale for Gifted Students

روان شناسي و آموزش افراد با نيازهاي خاص

The present study aimed to develop an‎d validate an Academic Wisdom Scale for secondary school students in gifted schools. This research employed a mixed-method design conducted in two sequential phases: a qualitative phase involving a directed deductive thematic analysis, an‎d a quantitative phase involving the administration of the researcher-developed Academic Wisdom Scale an‎d the assessment of its psychometric properties. In the qualitative phase, an initial pool of 45 items was developed an‎d refined through expert review. During pilot testing, the scale was reduced to 43 items, an‎d exploratory factor analysis of 30 retained items revealed a three-factor structure—transpersonal, interpersonal, an‎d intrapersonal—which together explained 49.46% of the total variance. Each factor reflected a distinct dimension of academic wisdom: the transpersonal factor represented students’ sense of social responsibility an‎d understan‎ding of broader societal issues; the interpersonal factor encompassed empathy an‎d effective interaction with others; an‎d the intrapersonal factor reflected self-regulation, emotional management, an‎d personal goal setting. The Cronbach’s alpha an‎d McDonald’s omega coefficients (0.89) confirmed the satisfactory reliability of the scale. Aligned with Sternberg’s Balance Theory of Wisdom, this instrument provides a valid an‎d culturally grounded means to assess the multidimensional psychological construct of academic wisdom among gifted Iranian students. The findings offer valuable implications for designing educational an‎d developmental interventions aimed at enhancing academic performance an‎d wisdom-related behaviors in gifted learners.

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