The Relationship Between Cognitive and Emotional Characteristics and Academic Achievement of Gifted Pupils in Elementary Education in Algeria

This study examined the relationship between cognitive and emotional characteristics and academic achievement in gifted elementary students. A sample of 760 students from two states in Algeria (Blida and Algiers) underwent an initial screening process. The Raven's Standard Progressive Matrices Test identified gifted students, followed by the Torrance Test for Creative Thinking (Image A) to select 50 students for the core study. These students were assessed using the Cognitive and Emotional Characteristics of Gifted Pupils Test, and their academic achievement was measured through their grade point averages (GPAs) from report cards. Statistical analyses were conducted to explore the relationships between cognitive and emotional characteristics and academic performance. The results indicated a significant correlation between emotional traits and academic achievement. However, no significant correlation was found between cognitive characteristics, creative thinking, intelligence, and academic achievement. Based on these findings, recommendations are made to better support gifted students' cognitive and emotional development.