الاستثارات الفائقة وعلاقتها بدافعية الإتقان والتوافق الدراسي لدى طلبة مدرسة المتفوقين في العلوم والتكنولوجيا stem
The research aimed to identify relationship between overexcitabilities, mastery motivation and scholastic adjustment, possibility of predicting the scholastic adjustment through the overexcitabilities and mastery motivation among STEM School Students, in addition to development of the overexcitabilities, mastery motivation and the scholastic adjustment among STEM School Students in first school years (grade one - grade two - grade three). The sample was comprised of (146) male and female Students in STEM School based in Kafr ElSheikh governorate: (65) male students, (81) female students ((50) students in grade one, (54) students in grade two, and (42) students in grade three). Their ages ranged between (14.6) years and (18.2) years with an average of (16.15) years, and a standard deviation of (0.91±). The research instruments included the following ones: an Overexcitabilities Questionnaire - (OEQ-II) (prepared by Falk, Lind, Miller, Piechowski & Silverman, 1999, and Arabized by Abo Qoura, 2019) and a Motivation Mastery Scale (prepared by Bekheit, 2013). The research used the descriptive approach, the descriptive method statistics, the correlation coefficients, one – way analysis of variation and the Scheffe' Test for multiple comparisons. The results concluded that there is a statistically significant and positive correlation between overexcitabilities (sensory overexcitabilities– imaginary overexcitabilities - mental overexcitabilities - emotional overexcitabilities) and the total degree of overexcitabilities, mastery motivation and scholastic adjustment. In addition, the results showed that there is no statistically significant correlation between psychomotor overexcitabilities with mastery motivation and scholastic adjustment. The results indicated that there is a possibility of predicting scholastic adjustment through overexcitabilities and mastery motivation. Moreover, the results showed that there is a stastically significant result in overexcitabilities, mastery motivation and the scholastic adjustment among the three grades (grade one, grade two and grade three) in favor of the highest grade, as well as there was an improvement and development in overexcitabilities and mastery motivation among STEM School Students through the chronological age and in the three grades. (Published abstract)