Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 1-13 |
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Abbaszadeh A, Barzegar M. (2025). The Effectiveness of Enrichment Training on Self-Esteem and Self-Efficacy of Gifted High School Students in Shiraz. IJER. 4(4), 1-13. doi:10.22034/ijer.4.4.18
URL: http://ijer.hormozgan.ac.ir/article-1-532-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-532-en.html
1- Department of Educational Psychology, Islamic Azad University, Electronic Branch, Tehran, Iran
2- Department of Psychology, Islamic Azad University, Marvdasht Branch, Shiraz, Iran ,mbarzegar@iau.ac.ir
2- Department of Psychology, Islamic Azad University, Marvdasht Branch, Shiraz, Iran ,
Abstract: (622 Views)
Objective: The present study aimed to investigate the effectiveness of enrichment training on self-esteem and self-efficacy among gifted high school students in Shiraz.
Methods: This study was applied in purpose and employed a quantitative, quasi-experimental design using a pretest–posttest format with a control group. The statistical population included all gifted lower secondary school students in the educational districts of Shiraz during the 2022 academic year. Participants were selected and assigned to experimental and control groups. Data were collected using the Self-Esteem Questionnaire (1976), the Self-Efficacy Questionnaire (2000), and the enrichment training protocol developed by Kaufman et al. (1995). The experimental group received enrichment training, while the control group did not receive any intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: The findings indicated that enrichment training had a significant effect on overall self-esteem, its dimensions, and self-efficacy among gifted lower secondary school students. The results of covariance analysis were significant for all dimensions of self-esteem except academic self-esteem. Specifically, significant differences were observed between the experimental and control groups in general, social, and family self-esteem, demonstrating the effectiveness of the enrichment training. However, the effect of enrichment training on academic self-esteem was not statistically significant.
Conclusions: Enrichment training can be considered an effective educational intervention for enhancing self-esteem and self-efficacy in gifted lower secondary school students, particularly in non-academic dimensions of self-esteem. Incorporating such programs into gifted education curricula may promote students’ psychological well-being and personal development.
Methods: This study was applied in purpose and employed a quantitative, quasi-experimental design using a pretest–posttest format with a control group. The statistical population included all gifted lower secondary school students in the educational districts of Shiraz during the 2022 academic year. Participants were selected and assigned to experimental and control groups. Data were collected using the Self-Esteem Questionnaire (1976), the Self-Efficacy Questionnaire (2000), and the enrichment training protocol developed by Kaufman et al. (1995). The experimental group received enrichment training, while the control group did not receive any intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: The findings indicated that enrichment training had a significant effect on overall self-esteem, its dimensions, and self-efficacy among gifted lower secondary school students. The results of covariance analysis were significant for all dimensions of self-esteem except academic self-esteem. Specifically, significant differences were observed between the experimental and control groups in general, social, and family self-esteem, demonstrating the effectiveness of the enrichment training. However, the effect of enrichment training on academic self-esteem was not statistically significant.
Conclusions: Enrichment training can be considered an effective educational intervention for enhancing self-esteem and self-efficacy in gifted lower secondary school students, particularly in non-academic dimensions of self-esteem. Incorporating such programs into gifted education curricula may promote students’ psychological well-being and personal development.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/06/16 | Accepted: 2025/09/11 | Published: 2025/12/1
Received: 2025/06/16 | Accepted: 2025/09/11 | Published: 2025/12/1
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