Associations between psychological fitness and creative self-efficacy among academically gifted university students in light of some variables

Abstract

Two important factors that can have a significant impact on university students' academic achievement and general well-being are psychological fitness (PF) and creative self-efficacy (CSE). The study aimed to investigate the relationship between academically gifted students' psychological fitness and creative self-efficacy. A purposeful sample of 380 academically gifted male and female students was chosen from Helwan University to meet the study's goals. The subjects were given the PF scale and the CSE scale using a descriptive correlational analytical approach. The findings showed that PF and CSE differed statistically significantly between males and females, in favor of females. Furthermore, there were no significant differences in PF or CSE according to the academic specialization variable or the gender-academic specialization interaction. Additionally, the results showed that PF and CSE were positively correlated. By integrating these insights into psychological and educational programs, institutions can empower academically gifted students to achieve their full potential while maintaining resilience and emotional stability. These efforts are essential for fostering a generation of innovative leaders capable of navigating complex challenges and contributing meaningfully to society.