The Relationship between the Type and Number of Academic and Professional Enrichment Programs and the Career Path of the Gifted Students in the Kingdom of Saudi Arabia
(A Long-Term Analytical Study)
Keywords:
Enrichment Programs, Gifted Students; Skills Development, Career Path, Labor Market Partnership
Abstract
This study aimed to investigate the impact of the type and number of enrichment programs on career path guidance for gifted students in Saudi Arabia by determining the extent of program quality influence on students' orientation toward specific professional fields in comparison to program frequency. The research employed a descriptive analytical methodology, using a questionnaire distributed to 396 participants to collect quantitative data. Chi-square tests were applied to examine relationships between key variables (program type, number of programs, and gender) and chosen career paths. The research revealed several significant findings, notably that enrichment program type has a clear significant effect; the chi-square value in analyzing the relationship between program type and career path was 281.467 at a significance level of 0.000, indicating that program quality and selection align with students' professional inclinations. Conversely, the number of programs showed no statistically significant effect on career path clarity (chi-square value 37.853, significance level 0.766), confirming that qualitative depth of programs supersedes their quantity. Results also revealed no significant gender differences in career path selection (chi-square value 8.405, significance level 0.589).Based on these findings, the research recommends designing targeted enrichment programs aligned with labor market requirements and future professional specializations while enhancing academic guidance mechanisms and long-term evaluation to ensure optimal career outcomes for students.
References
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2. تليدي، حيان بن جبران بن مسفر والقصاص، خضر محمود. (2021). دور الجمعيات والمؤسسات الأهلية في رعاية الموهوبين بالمملكة العربية السعودية من وجهة نظر العاملين فيها. المجلة العلمية لكلية التربية- جامعة أسيوط. 37(5)، 398-472. 10.21608/mfes.2021.173797
3. الجغيمان، عبدالله بن محمد. (2019). الدليل العلمي لإرشاد الطلبة ذوي الموهبة نفسياً وأكاديمياً. دار قنديل للطباعة والنشر والتوزيع.
4. الحربي، خليل بن عبدالرحمن والحربي، عيد بن رديني. (2017). مؤشرات الثبات باستخدام نظرية التعميم ومؤشرات صدق البناء لمقياس موهبة للإبداع. مجلة جامعة طيبة للعلوم التربوية، 3، 425-441. https://search.shamaa.org/fullrecord?ID=267259
5. حسين، جميل حسين. (2013). الطرق الشائعة التي يستخدمها المعلمون لاكتشاف الطلاب الموهوبين في المدارس الحكومية بمملكة البحرين. مجلة كلية التربية، 93(24)، 349-386. https://search.mandumah.com/Record/406533
6. رشاد، وليد. (2015). مفهوم رأس المال الاجتماعي. المجلة الاجتماعية القومية. 52(1)، 135-146. https://search.emarefa.net/detail/BIM-829623
7. الصعيدي، رجاء بنت يحيى والمطيري، مها بنت عوض. (2019). استخدام ميكانيكا اللعب في الكشف عن الموهوبين في محافظة جدة وأثره في مستوى أداء الطلبة. مجلة العلوم التربوية والنفسية، 18(13)، 167-179. https://doi.org/10.26389/AJSRP.R020319
8. عادل عبدالله محمد. (2005). سيكولوجية الموهبة. دار الرشاد. http://libsys.qattanfoundation.org:320/records/index/1/11818
9. عبدالله ، الرفاعي يحيى. (2012). أثر برنامج إثرائي صيفي في تنمية مهارات التفكير الناقد لدى الموهوبين ( دراسة شبه تجريبية على البرنامج الصيفي الثامن المقدم من مؤسسة الملك عبد العزيز ورجاله للموهبة ). مجلة جامعة جازان للعلوم الإنسانية1(2)، 45-64, https://journals.jazanu.edu.sa/ojs/index.php/JUJHS/article/view/25.
10. عبدالنبي، محسن أحمد. (2014) . فاعلية برنامج إثرائي قائم على نظرية الذكاء الناجح في تنمية مهارات الحل الإبداعي للمشكلات واتخاذ القرار لطلاب المرحلة الثانوية الموهبين. مجلة بحوث التربية النوعية، جامعة المنصورة، 33، 1-72. https://doi.org/10.21608/MBSE.2014.141426
11. العتيبي، مها عبدالله. (2020). واقع تطبيق برامج الاثراء وفق نموذج الواحة المقدمة للطلبة الموهوبين بمدارس التعليم العام ومراكز الموهوبين بالمملكة العربية السعودية. المجلة العربية لعلوم الإعاقة والموهبة. 4(12)، 231-258. 10.33850/jasht.2020.101208
12. الفائز، فهد سليمان. (2022). التعرف على الطلبة الموهوبين في المملكة العربية السعودية: وجهة نظر المُختصين في الميدان التربوي. مجلة كلية التربية- جامعة عين شمس. 46(4)، 111-147. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://jfees.journals.ekb.eg/article_273612_acef95c0ca03ab9e0967a458eb9070ab.pdf.
13. فراش، مي صالح.(2024). الاتجاهات النظرية لرأس المال الاجتماعي. المجلة العربية للأدب والدراسات الإنسانية، 8(31)، 393-404. https://doi.org/10.21608/ajahs.2024.350549 .
14. القريطي، عبد المطلب. (2014). الموهوبون والمتفوقون- خصائصهم واكتشافهم ورعايتهم. دار الفكر العربي.
15. هيئة تقويم التعليم والتدريب .(2025) .برنامج التعرف على الموهوبين. https://etec.gov.sa/ar/service/TalentedIdentification/servicegoal
16. Allen, K., Akinyanju, K., Milliken, T., Lorek, E., & Walker, T. T. (2011). Improving the pro-social skills of transitioning urban youth: A summer camp approach. Middle School Journal, 42(4), 14–22. https://doi.org/10.1080/00940771.2011.11461770
17. Almus, K., & Dogan, B. (2016). A study of summer school enrichment program in high-poverty urban public charter school. Reading Improvement, 53(1), 1–16. https://link.gale.com/apps/doc/A449837248/AONE?u=anon˜8e0a0d2b&sid=googleScholar&xid=1cd88b9c.
18. Ambrose, D., Sriraman, B., & Cross, T. L. (2013). The Roeper school: A model for holistic development of high ability. Springer Science & Business Media. https://books.google.ie/books?id=gvbHBAAAQBAJ&printsec=frontcover&dq=holistic+experiance+of+gifted+students&hl=&cd=1&source=gbs_apiw
19. Beckerle, J. R. (2013). The lifetime experiences of being labeled gifted: Case studies of adults who participated in a 1959 public school gifted program (Doctoral dissertation, Lindenwood University). ProQuest Dissertations & Theses Global. https://www.proquest.com/openview/b0a82334644893e2e9a42aa57e0c80c9/1?pq-origsite=gscholar&cbl=18750
20. Berger, S. L. (2015). The best summer programs for teens. Sourcebooks Inc. https://books.google.ie/books?id=4t6ZCgAAQBAJ&pg=PT56&dq=features+of+gifted+summer+camps&hl=&cd=2&source=gbs_api
21. Booij, A. S., Haan, F., & Plug, E. (2017). Can gifted and talented education raise the academic achievement of all high-achieving students? (IZA Discussion Paper No. 10836). Institute of Labor Economics (IZA). http://dx.doi.org/10.2139/ssrn.2988183
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Published
2025-03-22
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Walid Khaled Al-Bousaif, Abdullah Mohammed Al-Jugheyman, & Abdulrahman Khaled Al-Sayed. (2025). The Relationship between the Type and Number of Academic and Professional Enrichment Programs and the Career Path of the Gifted Students in the Kingdom of Saudi Arabia: (A Long-Term Analytical Study). Journal of Arts, Literature, Humanities and Social Sciences, (118), 149-175. https://doi.org/10.33193/JALHSS.118.2025.1376
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