The Effect of Intervention Based on Dweck’s Mind Set on Academic Expectations Stress among Gifted and Talented School Students

Authors
sepideh fallahiyeh 1
Maryam Fatehizade 2
Ahmad Abedi 3
Masoud Dayarian 1
1 Department of Counseling, Khomeinishahr Branch, Islamic Azad University, Khomeinishahr, Isfahan, Iran
2 Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran (Correspond Author)
3 Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
Abstract
It is very stressful to constantly struggle to meet the expectations of others or those of one’s self, and it affects performance. The purpose of this study was to determine the effect of intervention based on Dweck’s mind set on academic expectations stress among gifted and talented school students. This was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population consisted of female students in the eighth grade of schools for gifted and talented students in Isfahan selected by a multi-stage random sampling method. Thirty students were selected by the Academic Expectations Stress Inventory (AESI) and were randomly assigned into a control group (n = 15) and an experimental group (n = 15). The experimental group received 8 sessions of 50 minutes as intervention. Data were analysed using MANCOVA in SPSS-23. There was a significant difference between experimental and control groups in terms of the expectations of self, expectations of others, and the total scale. According to the effectiveness of intervention based on Dweck’s mind set in the case of improving the academic expectations stress in gifted students, it could be suggested that this intervention would be useful for reducing stress among gifted students.
Keywords
Dweck’s Mind Set
academic expectations stress
Gifted and Talented School Students
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