Fatemi, M., Rastegar, M. (2638). The Interplay of Self-Actualization, Creativity, Emotional Intelligence, Language and Academic Achievement in Gifted High School Students. International Journal of Psychology (IPA), 11(1), 98-122.
Mehrnaz Al-sadat Fatemi; Mina Rastegar. "The Interplay of Self-Actualization, Creativity, Emotional Intelligence, Language and Academic Achievement in Gifted High School Students". International Journal of Psychology (IPA), 11, 1, 2638, 98-122.
Fatemi, M., Rastegar, M. (2638). 'The Interplay of Self-Actualization, Creativity, Emotional Intelligence, Language and Academic Achievement in Gifted High School Students', International Journal of Psychology (IPA), 11(1), pp. 98-122.
Fatemi, M., Rastegar, M. The Interplay of Self-Actualization, Creativity, Emotional Intelligence, Language and Academic Achievement in Gifted High School Students. International Journal of Psychology (IPA), 2638; 11(1): 98-122.
The Interplay of Self-Actualization, Creativity, Emotional Intelligence, Language and Academic Achievement in Gifted High School Students
Receive Date: 09 December 2015,
Revise Date: 23 February 2019,
Accept Date: 15 January 2018
Abstract
The current research study aimed at exploring the relationship among self-actualization (SA), creativity, emotional intelligence (EI), language, and academic achievement in gifted high school students. A sample of 77 female students studying at a high school for gifted students was selected to complete three questionnaires about self-actualization, creativity, and emotional intelligence, respectively. To analyze data the Pearson correlation coefficient was applied as a statistical procedure. The analysis of the collected data revealed that firstly, there was a significant positive relationship between the participants’ SA and creativity; the highly self-actualized individuals were highly creative as well. Secondly, there was a significant positive relationship between SA and participants’ EI, i.e., those whose score were high in SA were also highly emotionally intelligent; and lastly, it was revealed that there was a significant positive relationship between creativity of the participants and their EI. This means that the more creative an individual is, the more emotionally intelligent he or she will be. In addition, the results showed that while there was a significant positive relationship between creativity and participants’ language achievement, there was no significant relationship among other variables in relation to participants’ language and academic achievement. This significant positive relationship meant that highly creative participants had better grades in language achievement in comparison with other gifted participants.
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