بررسي رابطه استدلال صوري ، آگاهي عاطفي و پيشرفت تحصيلي در گروهي از دانش آموزان مدارس تيزهوش و عادي شهر شيراز

The Relationships between Formal Reasoning, Emotional Awareness,and Academic Achievement, among a Group of Gifted and Non-gifted High School Students in Shiraz, Iran

The main objectives of the present study were to investigate the reliability of the Arlin Test of Formal Reasoning (ATFR) and the Levels of Emotional Awareness Scale (LEAS) in Iranian culture, to compare the ATFR and LEAS in gifted and non-gifted high school students, and to examine the relationships between the ATER, LEAS, and academic achievement. For this purpose, 388 students from gifted and nongifted schools in Shiraz, southern city of Iran, completed the ATFR and LEAS. According to the results, there were participants who showed no evidence of formal reasoning ability in both gifted and non-gifted groups. The correlation betwen the ATER, and academic achievement, was statistically significant. There was no significant correlation between the ATFR and the LEAS . Moreover, Chronbach alpha coefficeients of the ATFR and LEAS were. 71 and .76 respectively.