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This study was designed to compare thinking styles of gifted and nongifted Iranian students and to examine the appropriateness in a nonwestern context of the Thinking Styles Inventory. 200 students in junior high school, including 109 nongifted students (55 girls and 54 boys) and 91 gifted students (46 girls and 45 boys), whose mean age was 12.4 yr. ( SD = .69), responded to the short version of the Thinking Styles Inventory. Analysis indicated that gifted students scored significantly higher than nongifted students on Type 1 and Type 3 thinking styles, while the nongifted students had statistically significant higher scores on the Type 2 thinking styles. These results are discussed in terms of the previous research and thinking styles model proposed by Sternberg in 1997.

This study was designed to assess the effects of religion and two types of religious internalization on the mental health of Iranian adolescents. High school students (82 Moslem and 37 Christian) were selected randomly from four high schools in Shiraz and completed the Religious Self-regulation Questionnaire and the General Health Questionnaire. Analysis showed that main effects of types of religious internalization measured on four subscales of the General Health Questionnaire were significant. Religion was significantly associated only with somatic symptoms. For other scales no main effects of religion, types of religious internalization, or their interactions were significant.

The present study examined the correlations of scores for motivational beliefs and self-regulated learning outcomes among 200 college students who responded to Motivational Strategies for Learning Questionnaire. Analysis showed a positive correlation between scores for motivational beliefs and self-regulated learning outcomes but a negative one for scores on test anxiety and self-regulated learning.