Epistemological beliefs and their Relation with Creative Self-Efficacy Among Gifted Students

Abstract

The purpose of this study is to investigate the correlation between epistemological beliefs (EB) and creative self-efficacy (CSE) among gifted students. The sample of the study consisted of (102) gifted students in high school, male and female who classified in The national program for gifted identification in Kingdom of Saudi Arabia. The epistemological beliefs scale (Aljughaiman & Ayoub, 2010) and Creative Self-Efficacy (CSE) inventory (Abbott, 2010) are used in this study. The results indicated that EB level for gifted student was high. And also the level of CSE for gifted students was high. Also shows significant positive relation at sig (0.05) between CSE and EB among gifted students. Also there were no significant differences in CSE and EB Among gifted students attributed to gender and grade. Also there were significant differences at sig (0.01) in CSE among gifted students attributed to the interaction between gender and grade. The results were discussed in light of literature review and some recommendations and suggestions are presented.