تحقيق الذات للمراهق الموهوب في ضوء الأفكار اللاعقلانية
This study aimed to investigate the relationship between irrational thoughts and self-actualization among gifted students enrolled in the secondary education stage in the municipality of Ghardaïa, Algeria. Additionally, it sought to determine the levels of both variables and to explore potential differences in the relationship based on gender, type of support received (self or shared), and the father's place of employment (inside or outside the province). The study sample consisted of 60 gifted students, evenly divided between males and females. A descriptive research approach was adopted, deemed appropriate for exploring the relationships between psychological variables. Two measurement tools were employed: the Irrational Thoughts Scale developed by Al-Rihani, and the Self-Actualization Scale created by Al-Miqdadi, both of which were adapted to fit the cultural and educational context of Algerian high school students. Statistical analysis was conducted using Pearson’s correlation coefficient and difference significance testing, utilizing SPSS version 24 software. The findings revealed that the students displayed a moderate level of irrational thoughts, situated in the upper segment of the scale’s range. In contrast, the level of self-actualization was found to be high among the participants. A statistically significant relationship was observed at the 0.01 level, with a Pearson correlation coefficient of 0.34, indicating a positive association between irrational thoughts and self-actualization. Moreover, no significant differences were found between males and females, types of support, or based on the father’s workplace location. (Published abstract)