Creative Self-Efficacy and Its' Relationship to Intellectual Stress among Gifted Students at the Jubilee School

Abstract

Current study aimed at exploring Creative self-efficacy and its' relationship to intellectual stress among gifted students at jubilee school. Study sample consists of (N=100) of secondary intermediate stage students, Al-Zoubi scale (2014) to measure intellectual stress and Abbott scale (2010) to measure creative self-efficacy were used by researchers. Results reported that creative self-efficacy with its' two dimensions: creative thinking and creative performance among gifted students was in high degree, while intellectual stress level was in moderate degree. Study results also showed that no statistical differences attributed to class and sex variables, study revealed an inverse correlation between study dimensions, whenever efficacy increased in creative thinking and creative performance, intellectual stress is decreasing. Researchers recommend the importance of training gifted students' teachers on developing creative performance and thinking among gifted students, and provision therapeutic and counseling programs to decrease any psychological or intellectual stresses by holding workshops that expand enrichment and knowledge sides among teachers and gifted students.