The study seeks to identify the prevailing methods of thinking among the mentally talented students in the light of their achievement rates and gender. The sample of the research was chosen intentionally. It consists of second secondary grade studen
ts from "Top Students Secondary School". The study used the analytic, descriptive method, as well as the Sternberg & Wagner's list of methods of thinking, which was translated by Mr. Abu Hashem.
The study showed that the most common methods of thinking for mentally talented students were legislative thinking, and liberal hierarchical thinking. The least common, on the other hand, were conservative thinking, global thinking and executive thinking. The study showed that the relationship between students' scores on certain thinking methods and their achievement rates was very weak. These methods are: legislative, executive, global, local, liberal, conservative, monarchic and anarchic. It was also found out that there was a weak relationship between students' scores on some other thinking methods and their achievement rates. These methods are: judicial methods and minority method. There is a moderate relationship regarding the hierarchical and external thinking. As the study showed that there was a statistically significant difference between the mentally talented male students and students excelling mentally in the following methods of thinking: global, conservative, hierarchical, monarchic, internal and external. This was in favor of males regarding internal thinking, and in favor of females regarding global, conservative, monarchic, hierarchical and external thinking.
The aim of the current research is to explore the relationship between academic selfregulation
and in a sample of students of the Faculty of Civil Engineering and the Faculty
of Education at Damascus University, in addition to knowledge of the diff
erences in both
academic self-regulation and due to specialization and sex (males and females). The
sample consisted of (115) male and female students with 62 students from the Faculty of
Education and (53) males from the Faculty of Civil Engineering. The number of male and
female students was( 59 females and 56 students. .
For this purpose, the measure of academic self-regulation was used, after verifying their
sincerity and persistence with the sample members of the current study. The results showed
that the effect of both specialization and gender had a significant impact on academic selfregulation
