چكيده لاتين :
Aptitude search, especially Scholastic Aptitude (SA), has always been a serious
challenge for parents, counselors, teachers and even students themselves. Due to the wider and
more specialized jobs and the creation of new knowledge, the need to identify specialized
aptitudes for greater academic and professional success increases? For this reason, numerous
studies have addressed the issue of searching and evaluating scholastic and professional aptitudes.
However, despite the undeniable importance of this issue, there is still no review on it in Iran. In
this paper a systematic review of the literature related to Scholastic Aptitude Search (SAS) in Iran
from 1991 to 2021 was conducted and related studies were thoroughly reviewed and analyzed.
Methods: Using systematic review, keywords include aptitude search, SAS, aptitude search
pathology, methods of SAS, SAS strengths and weaknesses, regardless of time constraints in
Google Scholar, SID, Magiran, Noormags, Civilica and Irandoc databases were searched, of
which 817 documents were retrieved and then 32 articles were selected for review and analysis
using the PRISMA evaluation checklist. Data analysis was performed using Altheide method.
Results: Less than 5% of aptitude search studies in Iran were SAS, and these studies do not
provide a definition of SA or SAS. Most studies have equated scholastic aptitude with concepts
such as intelligence (18%), desire, attitude, and interest (12%), superior talent (12%), creativity
(6%), talent (5.5%), or academic achievement (5.5%), The instruments used to measure SA
included a researcher-made questionnaire based on the Likert scale (28%), tests of academic
achievement (10.5%), Gardner intelligence (10.5%), Holland inclination (10.5%), General talent
tests (5%), use of course scores (5%), Woodcock-Johnson test (5%), or a combination of several
psychological tests (10.5%). Studies in this field are aimed at investigating the effective factors
(related factors) on SA (28%), designing a children's talent search center (22%), examining the
psychometric properties and standardization of the talent search test (16%), development and
standardization of tools for measuring SA (9%), SAS using fuzzy systems (9%), comparing
academic aptitude of different groups (7%), or identifying important components and indicators
in SA (9%), done.
Conclusion: There is a serious imbalance in the study of different types of talent, so that most
studies have addressed the issue of sports talent and SA has been neglected. Among the
challenges in the field of SAS in Iran are: the lack of a clear and unified definition of SA and SAS
in specialized and academic texts, the use of intelligence and creativity tests instead of SA tests,
assuming talent, Intelligence, creativity, desire, attitude and academic achievement with SA, lack
of a specific trustee for aptitude search, lack of a legal authority to approve the tests used for SAS,
lack of standardization of translated SA search tests, lack of centers Standard and in accordance
with scientific principles, lack of local tests in the field of SA, lack of monitoring of the activities
of talent centers by legal authorities, lack of attention of the official Iranian education system to
the issue of SA, lack of a valid official test center and test standardization Psychological problems
in the country, the lack of a clear, objective and legal protocol on the characteristics of an SAS
and child aptitude search center. Therefore, considering the importance of SAS and the issue of
identifying and cultivating scholastic and elite aptitudes, this issue demands more attention from
the educational and training authorities of the country.
