• Al- Sahafi Faisal

  Author

• Mohd Zuri Bin Ghani

  Author

This research examines the influence of self-awareness towards academic achievement
among gifted students in Saudi Arabia. The discussion in the study is base on the theoretical
framework of the emotional intelligence Theory Goleman’s (1995), the Mayer and Salovey
Model (1993) and achievement motivation Theory. These theories are appropriate for the study
because they allow the reader to understand how academic achievement is significantly
influenced by self-awareness among gifted students in Saudi Arabia. A total of 150 respondents
were involved in the quantitative study comprising of male and female gifted students whereby
10 teachers and 30 gifted students were used for qualitative study. Questionnaires were the
instruments used to sample the opinions of 150 gifted students’ where by interview protocol was
used to get the information from the 10 teachers and 30 gifted students. During the analysis and
interpretation of the responses gathered from gifted students which is the quantitative data,
multiple regressions were used to investigate the influence of self-awareness, towards academic
achievement among gifted students. For the qualitative data thematic analysis was used through
manual qualitative style to describe the concept of self-awareness and provide suggestions from
the teachers that could be adopted to improve self-awareness among gifted students in Saudi
Arabia. The findings of the study show the effect of self-awareness on academic achievement.
The study will be significant to teachers of gifted students, educational planners, government,
international agencies such as UNESCO, UNICEF, UNDP, e t c and nongovernmental
organizations by putting into practice the suggestions and recommendations which will help
them improve emotional intelligence among gifted students in Saudi Arabia.

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