Suchergebnisse

Students with autism spectrum disorders (ASDs) in Saudi Arabia are provided with the educational services they need in their local schools, but a standardized checklist is needed to measure the level of progress and the benefits acquired through the educational programs. This study aimed to standardize a version of Saudi performance norms on the Autism Treatment Evaluation Checklist (ATEC) to explain the raw scores that students with ASDs have obtained, using a sample of teachers and parents. The number of respondents in the study was 334 teachers, and 206 parents. Descriptive statistics, internal consistency, confirmatory factor analysis, reliability coefficients and percentiles were used for analyses. The study found that the ATEC had suitable indicators of validity and reliability, and the percentile ranks were extracted for interpreting the raw scores of the ATEC.

SummaryThis study was based on data for a sample of 1756 Egyptian primary school children (863 boys and 893 girls) aged 5–11 years assessed for intelligence with Raven's Coloured Progressive Matrices (CPM). The results showed that boys obtained a slightly higher IQ than girls and had greater variance.

This study investigated the predictive ability of emotional creativity (EC) in creative performance (CP). The sample consisted of 297 male and female students from literary, educational, and administrative specializations. EC was assessed by Averill's Emotional Creativity Inventory that includes three dimensions: preparedness, novelty, and effectiveness. Mednick's Remote Associates Test was used to assess CP. Results revealed that the three dimensions of EC predicted CP. Statistically significant differences in EC were found in favor of female students and students from literary and educational specializations, whereas no significant differences were found by cumulative grade. Nevertheless, statistically significant differences in CP by cumulative grade were found in favor of students with high grades. No statistically significant differences in CP by gender and specialization were found. It was recommended based on the results that the three dimensions of EC be integrated in programs seeking to enhance students' creative thinking skills.

SummaryTwo administrations of the Coloured Progressive Matrices in Egypt were compared. The first was administered to a large, representative national sample between 2011 and 2013. The second was administered to primary school pupils in villages in Menoufia in northern Egypt in 2017. Adjusting for the Flynn Effect, the IQ of the rural northern Egyptians was shown to be statistically significantly higher than the national average. It is demonstrated that this is consistent with regional socioeconomic differences in Egypt, which strongly imply that northern Egypt has a higher average IQ than southern Egypt.

SummaryThis study was based on two independent studies which in total consisted of 1812 school pupils aged 6–12 years in Saudi Arabia. Study I consisted of 1591 school pupils (609 boys and 982 girls) attending state schools, and Study II consisted of 211 boys with learning disabilities. Intelligence (measured using the Standard Progressive Matrices Plus for Study I and the Standard Progressive Matrices for Study II), head size and height were measured for the two samples. The results showed that intelligence was statistically significantly correlated with head circumference (r=0.350,p<0.001 for Study I andr=0.168,p<0.05 for Study II) and height (r=0.271,p<0.001 for Study I andr=0.178,p<0.05 for Study II).

SummaryIntelligence was assessed using the Standard
Progressive Matrices in 316 MZ and 550 same-sex DZ
twins with a mean age of 10 years in Sudan.
Heritability was estimated at 0.172 and shared
environmental influences at 0.596.

Cultural Intelligence (CI) refers to the motivation and ability to understand and deal with cultural differences. As such, it is assumed to play a role in the effectiveness of social contact and communication between people from different cultures. Given its relevance to international relations, it is imperative to test which individual and group factors are associated with CI. Therefore, in the present study we examine cross-cultural and gender differences in CI. In one of their classes at their university, students ( N = 829) from Egypt and Saudi Arabia completed a multidimensional measure of CI. The results showed an interesting pattern of interactions between country and gender, which indicated that Egyptian men did not significantly differ from co-national women, but Saudi men scored significantly lower than women. We suggest that the different patterns of results in the two countries may partly arise from different levels of exposure to different cultures and partly from subtle differences in the constitution of the samples. Knowledge of individual and group differences in cultural intelligence may potentially contribute to explaining differential levels of success in individuals or countries in dealing with cultural differences.