Mindfulness and its relationship to social skills among gifted students

Abstract

The purpose of this mixed sequential explanatory was to identify the level of mindfulness of gifted students at the secondary stage, and the relationship of that level with social skills. The study sample was limited to gifted female students from secondary schools. The quantitative phase consists of 214 students. The study followed the correlational descriptive approach of the quantitative phase. The Pearson correlation coefficient was used to reveal the level of mindfulness of the sample. The results showed an average level on the mindfulness scale, in all grades, with a mean of (3.35). While the results of the social skills scale showed that the level of social skill was high. The results also showed a positive statistically significant relationship at (α ≤ 0.01) between all dimensions of the social skills scale and the overall degree of the mindfulness scale. While the study followed the Phenomenology mothed of the qualitative stage, as this stage aimed to describe the phenomenon of mindfulness among gifted students in the secondary stage in terms of its level and its relationship to social skills. The data was collected using the focus group tool. The participants were three female teachers and six students. The results of the qualitative stage showed a high level of mindfulness among gifted students from the secondary stage, and that it was higher in the second and third secondary grades than in the first secondary grade. The qualitative results also showed a relationship between mindfulness and social skills.

Keywords

• gifted students
• mindfulness
• secondary schools
• social skills

Supporting Institution

non

Project Number

0

Thanks

Special thanks to the Department of Education in Al-Ahsa for cooperation in facilitating the task

References

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