A comparative study of some social and cultural variables. between high and low achievers of intellectually gifted students

Abstract

Some studies indicated that there is a positive relationship between general mental ability and academic achievement.
This prompted specialists in the field of mental excellence to use the level of achievement
The academic study is mainly in defining and diagnosing the mentally superior. This trend is based on
A fundamental issue is that the achievement of the individual in the past and the present is one of the most honest means of
Predicting his achievement in the future. Passow believes that excellence is the ability to
Excellence in academic achievement, and both “Bentley” and “Stinquist” agree with it.
(Stenqusit). Terman defined excellence in academic achievement by obtaining grades
higher than the grades attained by 90% of the students, while “Fox” defined it as having

higher than 95% of his classmates. (Morsi, 1981, pg. (52).
There are several studies that dealt with excellence in achievement while talking about excellence.
And what justifies its approach is the relationship that combines mental superiority and the remarkable
In achieving or excelling in it, the correlation coefficient between them is very high.
Intelligence usually tends to outperform other students who are below it in achievement.
General mental abilities. Therefore, high achievement is an indicator of intelligence, or it can be said that it is
An indicator of intellectual superiority. However, we notice in fact that there are quite a few students
intellectually gifted, but they fall short in their academic achievement, as it is not surprising that we find
The academic performance of some outstanding students differs from their mental performance.
The studies indicated that a percentage ranging between 10-20% of the students who dropped out of school are
High achievers whose talents appeared early in their life (Zahlouk, 1997, p. 164) and more
Of the 30% of the dropouts who did not complete their secondary education, their IQ is greater than (135).
And that many of the intellectually gifted were among the latecomers to their studies.
(Webb & Others, 1982, p: 13-14). That is, the school performance of students may differ