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° ° °



١ – Abstract intelligence ٢ - Adolescence
٣ – Anxiety ٤ – Bass, J.E.
٥ – Beck Depression Test ٦ – Beck self-concept Test
٧ – Benbow, C. P. ٨ – Brody, L. E.
٩ – Cattell Intelligence Test ١٠- Colangelo, N.
١١- Coopersmith Self-esteem Inventory ١٢- Davis, H.B.
١٣- Decentration ١٤- Depression
١٥- Developmental ١٦- Ecceles,A.L.
١٧- Ego ١٨- Egocentrism
١٩- Erikson, E ٢٠- Feldhusen, J.F.
٢١- Fite, K. ٢٢-Formal logical operations
٢٣- Garlington,N. ٢٤- Genetic Psychology
٢٥- Gifted ٢٦- Grossberg, I. N.
٢٧- Howard, S. ٢٨- Ideal Self
٢٩- Jay, G. ٣٠- Karnes, F.A.
٣١- Kelly, K.R. ٣٢- Keltikangas, J.L.
٣٣- Ketcham, R. ٣٤- Killian, J.
٣٥- Loeb, R.C. ٣٦- Lum, M. S.
٣٧- Maddux, C.D. ٣٨- Nimlos-Hippe, A.L.
٣٩- Parker, M. ٤٠- Pathology
٤١- Percieved Self ٤٢- Polansky, J.
٤٣- Pope, A. ٤٤- Ray, S.
٤٥- Renzulli, J.S. ٤٦- Reynolds, C.R.
٤٧- Ross, A. ٤٨- Scheiber, L.M.
 @/ ...       /
 
 

٤٩- Scholwinski, E. ٥٠- Self-Concept

٥١- Self-esteem ٥٢-Spielberger State-Trait Anxiety Inventory(formY)
٥٣- State anxiety ٥٤- Synder, R.T.
٥٥- Terman, L. ٥٦- Trait anxiety
٥٧- Westaway, M.S. ٥٨- Wherry, J.N.
٥٩- Wiener Matrizen Test fuer Iran (WMTI)

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* Morkel, Arnd (
). Hochbegabtenfoerderung an den Hochschulen im Bereich der Geisteswissenschaften. (The education of the gifted in the
humanities department of higher education institutions.) In: Die Foerderung Hochbegabter in der Bundesrepublik Deutschland: Problem,
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laesst. (Reflections on the question how to foster a scientific elite.) In: Gymnasium Helveticum, . Jg., H. , S.


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school education of today for tommorow, from the university’ point of view.) In: Wissenschaftliche Zeitschriftliche der
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auf mathematich-naturwissenschaftlichem und technischem Gebiet. (Experiences and tasks of colleges concerning fostering gifted
and talented pupils in mathematics, natural sciences and technics.) In: Das Hochschulwesen, . Jg., H.
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* Wild, Wolfgang (
). Hochbegabtenfoerderung an den Hochschulen im Bereich der naturwissenschaftlichen Disziplinen. (The education of the
gifted at institutions of higher education in science-based disciplines.) In: Die Foerderung Hochbegabter in der Bundesrepublik Deutschland:
Problem, Positionen, Perspektiven., Bonn: Verein Bildung und Begabung, S.


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ND-Gespraech mit Prof. Dr. Helmut Klein, Rektor der Humboldt-Universitaet zu Berlin. (Fostering scientific giftedness.
University teachers and student collectives making closely together. Interview with Prof. Dr. Helmut Klein, rector of the Humboldt
University, Berlin.) Klein, Helmut (Mitarb.) In: Neues Deutschland,
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young talents.) Deutshland. (Bundesrepublik). Bundesmin. fuer Bildung und Wissenschaft Meunchen: Gersbach im Komm.,
,
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). “Special Education” fuer beeintraechtigte Hochbegabte in
Entwicklungs-und Industrie-Laendern Asiens, Afrikas und Europas. (“Special education” for affected gifted in underdeveloped and
industrialized countries of Asia, Africa and Europe.) In: Zeitschrift fuer Heilpaedagogik, . Jg., H. , S. 


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building a bridge: implications of educations of gifted and talented handicapped.) In: Urban, Klaus K. (Hrg.), Hochbegabte Kinder.,
Heidelberg: Schindele, S.


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, S.

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children.) In: Urban, Klaus K. (Hrg.), Hochbegabte Kinder, Heidelberg: Schindele, S.

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Abstracts

A Developmental study of Self-concept, Self –esteem,

Anxiety and Depression in Normal and Gifted Adolescents
Ali Fathi Ashtiani

In the cycle of life, adolescence is a significant period. Passing from this period quite successfully requires
psychological, social, and biological reconciliations.
Regarding the importance of this period, the author has studied the developmental self-concept, self-esteem, anxiety,
and depression among the adolescents, both normal and gifted ones. In this experimental research

 cases with an
average age of
 years and  months have been randomly selected from the students of grades one and three.
The focus of the study is put on these students who have been selected from different regions of Tehran.
As the analyses show:
I. Among the components which have been examined, self-concept and self- esteem are closely related to each other.
These two have significant impact on the academic achievements of the students and can inhance their success.
Furthermore findings indicate that what significanty affects the degree of self-concept and self-esteem is anxiety, i.e.
when some one’s anxiety increases his/her self-concept and self-esteem decrease.
Another important finding shows that the more some one’s anxiety increases, the more his/her depression increases. On
the other hand, the more his/her depression increases, the more his/her self-concept and self-esteem decrease. It leads
into a confusion and a lot of maladaptive problems of which decrease of academic achievements is one of the
consequences.
II. Statistics extracted from a comparison and contrast of different experimental groups regarding their gender and
academic grades indicate that the students of grade one have a higher level of self-concept and self-esteem than those
of grade three and their anxiety and depression stand in a lower level and consequently their academic achievements
are significantly more.
Furthermore, as far as gender is concerned, in spite of the little differences among the components, only do self-
esteem and trait anxiety significantly differ between boys and girls. That is the average of self-esteem in the girls of
grade one is significantly higher than that of the boy’s of the same grade. Also the average of trait anxiety is firstly
lower in boys in general and secondly this average increases with the increase of their age in both groups, boys and
girls.
III. A comparison and contrast of normal and gifted adolescents show that self-concept in gifted students is
significantly more than that of normal students. However , despite their statistically insignificant difference of their
self-esteem, state anxiety and depression in normal students is significantly higher than those of the gifted ones, but is
no significant difference of trait anxiety between them. (Persian) PP. 


INSIGHT AND CREATIVITY

Special issus: VERBAL CREATIVITY AND CAREER MATURITY
Nasseredin Kazemi Haghighi

Emphasizes that developing visual skills and insight can underlie discovering truths about the exist and promoting
creativity. Reviews the new findings in the gifted educational psychology.
The results are proposed in seven dimensions:

) Create and develop of the Problemology is unavoidable for promoting creativity and progress of the science.
) The creativity involves inital and expressive aspects.
) Economic advantages and favoring condition promot the creativity by the Learning experiences and environmental
involvement.
) The verbal giftedness concerns to special components and elements.
) Gifted students usually suffer from many special verbal problems.

/ ... 
   /
 
 

) The intelligence and talent play foundamental roles for the career maturity.
) Motivation, aptitude, and Learning method are origins of the academic achievement and it can underline the career
maturity.
This article discusses theoretical relation of verbal creativity and career maturity. (Persian) PP 
.