Unleashing potential: tailoring education for Saudi gifted students and boosting self-efficacy

The study aimed to investigate the methods of individualized education and their relationship with the perceived self-efficacy levels among gifted students in Al-Ahsa city. Additionally, the study aimed to explore the differences among gifted students in individualized education methods and perceived self-efficacy levels according to gender and educational stage. The study sample consisted of 105 gifted students selected using stratified random sampling based on educational stage (middle, high) and gender (male, female). The correlational method was employed for the first objective, while the causal-comparative method was used for the second objective. The results revealed a significant positive correlation between individualized education methods and perceived self-efficacy levels. Furthermore, the results indicated no significant difference among gifted students in individualized education methods based on gender across all dimensions of the study. However, there was a significant difference among gifted students in the methods of individualizing education according to the stage of study in all dimensions of the methods of individualizing education scale and the scale as a whole, favoring the high stage. Furthermore, the results indicated that there was a difference among gifted students in perceived self-efficacy levels based on gender across all dimensions of the perceived self-efficacy scale and the scale as a whole, favoring males. However, there was no difference among gifted students in perceived self-efficacy levels based on educational stage in the first, third, and fourth dimensions and the scale as a whole. Meanwhile, there was a difference among gifted students in the second dimension, which is social interaction efficacy, favoring the high stage.