The Relative Contribution of Productive Habits of Mind in Predicting Self-Identity Styles among Gifted University Students

The Relative Contribution of Productive Habits of Mind in Predicting Self-Identity Styles among Gifted University Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Relative Contribution of Productive Habits of Mind in Predicting Self-Identity Styles among Gifted University Students Khaled Elballah, Wejdan Alghamdi, Munira Abdualaziz Alshammari This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9318438/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 8 You are reading this latest preprint version Abstract Background / purpose. This study aims to explore the relationship between productive mental habits and self-identity styles among gifted university students. The research was conducted to understand how different productive mental habits, such as creativity, perseverance, motivation, and metacognitive thinking, influence the formation of self-identity styles, including the avoidant, informational, and normative identity styles. Materials / methods . A descriptive correlational research design was employed, using a sample of gifted university students from various academic departments. Data were collected using a set of validated questionnaires measuring both productive mental habits and self-identity styles. The results indicated a significant relationship between productive mental habits and the development of self-identity styles. Results . The findings suggest that fostering productive mental habits can play a key role in promoting a more developed and stable self-identity among gifted students. The study contributes to the understanding of how cognitive and emotional factors shape the identity development process in higher education. Based on these findings, several recommendations are made for educational practice, including the incorporation of interventions that target the development of productive mental habits to support self-identity development. Conclusion . Students exhibiting high levels of creativity and perseverance tended to demonstrate a more informational identity style, while those with lower levels of motivation and metacognitive thinking were more likely to exhibit an avoidant identity style. Productive habits of mind self-identity styles gifted identity styles cognitive habits 1. Introduction Gifted students represent a valuable asset to their communities, serving as a crucial resource for societal advancement. Their intellectual abilities and creativity hold the potential to address contemporary challenges, drive national development, and contribute to the modernization of societies. However, optimizing their potential requires tailored guidance and specialized educational support, particularly during their university years, a critical transitional stage for shaping a well-integrated self-identity aligned with modern demands. Achieving a balance between academic, social, and emotional aspects of identity in line with 21st-century learning requirements presents a considerable challenge for gifted students (Soulé & Warrich, 2015). In this context, Habits of Mind play a pivotal role in fostering higher-order thinking skills such as critical thinking, creativity, and problem-solving—key competencies that contribute to the formation of a distinguished self-identity and enhance success in various life domains (Ariyati et al., 2024 ; Dai, 2019 ; Geisinger, 2016 ; Soulé & Warrich, 2015). Habits of Mind refer to intelligent cognitive behaviors that encourage learners to tackle complex problems lacking immediate solutions (Costa & Kallick, 2000 , 2003 , 2008 ; Fletcher et al., 2023 ; Kallick & Zmuda, 2017 ; Peterson et al., 2017 ). These habits are crucial for academic performance, as fostering them allows students to integrate them into their self-concept and cognitive structures. They are also significant predictors of creative and academic self-efficacy, motivation for achievement, and higher-order thinking skills such as analytical and creative thinking (Hodiyanto & Firdaus, 2020 ). Self-identity serves as a guiding compass in an individual's life, reflecting personal values, beliefs, and goals (Leaf, 2017 ). It is defined as the cognitive and social strategies individuals use to process and organize information that shapes their identity (Berzonsky, 2003, 2008 ). This dynamic process evolves throughout an individual’s life, becoming more clearly defined during young adulthood as students explore their self-concept and work toward a coherent identity (Sharma & Chandiramani, 2021 ; Berzonsky & Kuk, 2022 ). Given the individual variations in identity exploration, researchers have identified three distinct identity styles: informational identity style, characterized by active information seeking, self-reflection, and making well-informed identity-related decisions; normative identity style, where individuals adopt the values and goals of significant others with little critical evaluation; and avoidant identity style, in which individuals delay identity-related decisions and evade internal conflicts, often leading to a fragmented identity (Berzonsky, 1989 ; Berzonsky et al., 2013 ; Burke & Stets, 2022 ). Amid the growing challenges faced by today's academic community, it is crucial to explore the psychological and cognitive factors that contribute to the personal development of gifted students. Examining the relationship between Habits of Mind and identity styles is essential to understanding the multifaceted dimensions of identity formation and their impact on students' development. Investigating this relationship can offer valuable insights into fostering positive identity formation among gifted students, equipping them with the resilience and adaptability needed to navigate academic and personal challenges (Berzonsky, 1989 ). This research aims to explore the predictive contribution of productive Habits of Mind to different identity styles among gifted university students. The findings will provide evidence-based recommendations for designing educational and psychological programs tailored to support the personal and academic growth of this exceptional group. Productive habits of mind are not only cognitive tools but also social and emotional assets that influence how gifted students interact with their peers and teachers (Zembylas, 2021 ). Research indicates that gifted learners who demonstrate higher levels of metacognitive awareness and perseverance are better able to cope with academic challenges such as accelerated curricula and complex problem-solving tasks (Young et al., 2024 ). Moreover, these habits act as protective factors against underachievement, since they equip students with resilience and adaptability when confronted with setbacks or social pressures (Wijnands et al., 2021 ). Additionally, productive thinking habits serve as predictors of long-term success. For instance, motivation and academic identity contribute to sustained engagement in higher education and lifelong learning (Taraban, 2020 ). Gifted students who cultivate these habits are more likely to balance intellectual curiosity with personal well-being, which in turn fosters holistic development. This highlights the importance of integrating structured interventions within educational programs to deliberately nurture these habits rather than leaving them to emerge spontaneously(Cash & Lin, 2022 ). literature addressing the importance of habits of mind in fostering higher-order thinking skills and the significance of self-identity styles in guiding personal development, little is known about how these two constructs interact specifically among gifted university students. Many previous studies (e.g. Ariyati et al., 2024 ; Maarif & Fitriani, 2023 ; Wijnands et al., 2021 ) have examined habits of mind in relation to academic achievement, creativity, or problem solving, while research on self-identity styles has often focused on adolescence and general student populations rather than the gifted. However, the transitional period of university represents a particularly critical stage in identity formation for gifted individuals, who face unique cognitive, social, and emotional challenges. This gap highlights the need for empirical investigation into the predictive role of productive habits of mind in shaping self-identity styles among gifted university students, providing insights that could inform targeted educational and psychological interventions to support their holistic development. 2. Literature Review 2.1 Productive Habits of Mind among Gifted Students Productive thinking habits refer to a set of mental behaviors that individuals consciously apply when facing challenges that require decision-making, creative thinking, or problem-solving (Maarif & Fitriani, 2023 ). These habits include skills such as perseverance, flexible thinking, critical thinking, and impulse control (Taraban, 2020 ). Developing these habits enhances both academic and personal performance, particularly among gifted students, by equipping them with the ability to adapt effectively to life's challenges (Longweni & Mdaka, 2024 ). According to Peterson et al. ( 2017 ), productive thinking habits represent Styles of thought and behavior that individuals consistently practice, enabling them to engage effectively with various challenges and situations (Lin et al., 2023 ). These habits function as cognitive strategies that enhance learning abilities and foster social-emotional skills (Zembylas, 2021 ). They include critical thinking, creativity, perseverance, and flexibility, which are crucial for achieving success across different domains. Similarly, Ariyati et al. ( 2024 ) define productive thinking habits as characteristics that determine how individuals process information, make decisions, work collaboratively, and engage in creative thinking. These habits significantly contribute to improving academic and personal performance (Wijnands et al., 2021 ). The importance of productive thinking habits lies in their role in enhancing individuals' critical thinking skills, enabling them to analyze information effectively and make well-informed decisions (Ramos-Vallecillo et al., 2024 ). These habits also strengthen problem-solving abilities, encouraging individuals to develop effective strategies for handling everyday challenges. Additionally, they promote creativity by stimulating innovative thinking and exploring new ideas, thereby contributing to the development of solutions across various fields (Jamagh, 2024 ). Furthermore, productive thinking habits help individuals cultivate resilience and adaptability, allowing them to manage changes and pressures successfully (Guzey & Jung, 2021 ). By fostering deep learning strategies and effective cognitive engagement, these habits ultimately lead to improved academic performance and better educational outcomes(Young et al., 2024 ). In this context, several specific components of productive habits of mind play a significant role in the lives of gifted students. Creative Thinking refers to the ability to generate novel and innovative ideas, using imagination and ingenuity to solve problems and develop alternative solutions (Karunarathne & Calma, 2024 ). It enables individuals to perceive situations from different perspectives and establish connections between diverse concepts (Samaniego et al., 2024 ). Sense of Humor relates to the ability to perceive and use humor in social interactions, helping reduce stress, strengthen social relationships, and enhance critical thinking by encouraging an unconventional mindset (Kenett, 2024 ). Perseverance represents the commitment to achieving goals despite obstacles and setbacks, which is a crucial component of success, as it allows individuals to overcome frustration and persist toward goal attainment (Samaniego et al., 2024 ). Motivation reflects the internal drive that compels individuals to pursue objectives, shaped by psychological and social factors that influence academic performance and sustain engagement (Suherman & Vidákovich, 2024 ). Metacognitive Thinking and Awareness involves awareness of one’s cognitive processes, enabling individuals to assess and modify their learning strategies, thereby enhancing efficiency and promoting self-regulated learning (Young et al., 2024 ). Finally, Academic Identity represents how individuals perceive themselves within the academic context, encompassing attitudes toward learning, commitment to education, and self-perceptions regarding success, which are essential for sustaining engagement and motivation (Suherman & Vidákovich, 2024 ). Improving these habits can be achieved through different strategies. For example, unconventional thinking can be fostered through brainstorming, experimentation, or reverse thinking exercises. Group activities and social engagement strengthen humor and interpersonal relationships. Setting both short-term and long-term goals reinforces perseverance, while structured work plans enhance consistency and motivation. Additionally, self-reflection and metacognitive assessment—such as journaling, mindfulness, and self-assessment—help refine learning strategies and cognitive habits, ultimately leading to improved outcomes (Verplanken & Sui, 2019 ). 2.2 Self-Identity Styles among Gifted Students Self-identity refers to the set of attributes, experiences, and beliefs that define how individuals perceive themselves. It encompasses social, cultural, and psychological factors that shape personality development and influence personal orientations. According to Shi & Ko ( 2023 ), self-identity represents an individual’s inner sense of self, formed through life experiences, social interactions, and personal values. It determines how individuals position themselves within their social and cultural contexts. Similarly, Renzulli ( 2016 ) describe self-identity as the internalized perception of oneself, shaped by lived experiences and interactions with others. Ates ( 2021 ) further elaborates on self-identity as the self-perception that includes various dimensions of personality, such as social roles, values, goals, and beliefs. These elements are influenced by environmental and social factors and play a critical role in shaping individual behaviors and decision-making processes. Self-identity possesses several defining characteristics: it is multidimensional, comprising social roles, cultural affiliations, values, and interests; it is dynamic, evolving across time and contexts; and it is shaped by social interaction, as relationships with others profoundly impact self-perception and societal recognition. Moreover, it involves self-awareness, enabling individuals to consciously evaluate their beliefs and values, and agency, which allows them to actively shape their identity by choosing personal goals and orientations. According to Berzonsky ( 2008 ), self-identity Styles can be categorized into three main types. The first is the avoidant identity style, which emerges when individuals construct their identity based on personal experiences and social interactions. Those who adopt this Styles tend to focus on how they think and feel about their affiliation with particular groups or cultures. The avoidant identity Styles is often characterized by adaptability, as individuals continuously modify their self-concept in response to diverse experiences and interactions. The second is the normative identity style, which develops through adherence to predefined social and cultural norms. Individuals with this Styles conform to traditional values and societal expectations, shaping their self-perception in line with established standards. While this conformity may provide them with a stronger sense of belonging, it can also limit opportunities for personal exploration and critical evaluation. The third is the informational identity style, which is distinguished by an active pursuit of information and knowledge. Individuals with this style are characterized by curiosity and a strong inclination toward learning, as they consistently reassess their identity through the integration of new experiences and the critical analysis of their self-concept. Unlike the other Styles, this identity style is highly dynamic, as it fosters ongoing self-discovery and continuous intellectual engagement (Verplanken & Sui, 2019 ). For gifted students, self-identity development is often more complex due to heightened self-awareness and sensitivity to social comparison (Samaniego et al., 2024 ). Their identity formation processes are influenced not only by family and cultural expectations but also by the unique pressures associated with being labeled as "gifted" Sensory (Wijnands et al., 2021 ). This dual influence can lead to tensions between personal aspirations and external standards, making the exploration of self-identity styles critical for understanding their educational and emotional trajectories (Lo et al., 2022). Furthermore, the informational identity style has been consistently associated with adaptive outcomes in gifted populations. Students who actively explore and critically evaluate their values and goals tend to display higher self-regulation, stronger academic motivation, and more resilience in the face of challenges (Zembylas, 2021 ). Conversely, reliance on the normative style may provide stability but can hinder creativity and independent decision-making, while the avoidant style may lead to disengagement and underachievement if not addressed with supportive guidance. These distinctions suggest that fostering informational identity styles in gifted students can serve as a powerful mechanism to enhance both their academic performance and socio-emotional adjustment (Young et al., 2024 ). 3. Methodology 3.1 Research Method In order to achieve the objectives of the study, the correlational descriptive approach was used. This approach aims to describe the phenomenon under study, analyze its data, examine the relationships between its components, explore the opinions expressed about it, investigate the processes it involves, and assess its effects. It is particularly suitable for identifying the degree of association between variables, without manipulating them. 3.2. Participants The study population included all gifted university students in the Kingdom of Saudi Arabia. A simple random sampling technique was employed to ensure the representativeness of the study sample. The final sample comprised 313 students, distributed proportionally across five geographic regions of the Kingdom, as shown in the following table: see Table 1 . Table 1 Distribution of the Study Sample by Geographic Region No. Region Represented Universities Frequency % 1 Eastern Region King Faisal University, Imam Mohammad Ibn Saud University, Imam Abdulrahman Bin Faisal University, Prince Mohammad Bin Fahd University, King Fahd University of Petroleum and Minerals, Hafr Al-Batin University 76 24.3% 2 Northern Region Northern Border University, Jouf University, Tabuk University 61 19.5% 3 Central Region Princess Nourah bint Abdulrahman University, King Saud University, Shaqra University 63 20.1% 4 Western Region King Abdulaziz University, Jeddah University / Jeddah Technical College, Taibah University, Umm Al-Qura University 54 17.3% 5 Southern Region King Khalid University, Al-Baha University, Jazan University, Najran University, Bisha University 59 18.8% Total 313 100% The study sample consisted of 313 gifted university students in the Kingdom of Saudi Arabia, with ages ranging between 18 and 24 years. The participants were enrolled in various undergraduate levels, including preparatory year and different bachelor’s stages. A simple random sampling technique was employed to ensure representativeness of the population. The sample was proportionally distributed across the five main geographic regions of the Kingdom, covering a diverse range of public and private universities. 3.3. Data Collection Data for this study were collected through an online questionnaire distributed to gifted university students across various regions of the Kingdom of Saudi Arabia. The questionnaire included two main scales: the Productive Habits of Mind Scale and the Self-Identity Styles Scale. The link to the questionnaire was shared via official university platforms and student groups, ensuring broad participation and geographic representation. Prior to the full distribution, a pilot test was conducted to ensure the clarity and reliability of the tool. After making the necessary adjustments based on feedback, the final version was administered. The data collection process was carried out over a period of four weeks, during which responses were continuously monitored to ensure completeness and accuracy. 3.4. Data Analysis Before beginning data collection, the researchers obtained approval from the Ethics Committee at King Faisal University in Saudi Arabia. Following approval, the scales were distributed to participants via email. The study was conducted in accordance with [The Research Ethics Committee at King Faisal University Approval No: KFU-REC-2024-OCT-ETHICS2730]. The research methodology relied on collecting data through electronic responses. In addition, informed consent was obtained from all participants involved in the study. The data were analyzed using the Statistical Package for the Social Sciences (SPSS). The analysis involved several steps, beginning with descriptive statistics, which included frequencies, percentages, means, and standard deviations to provide an overview of the data. Reliability was then tested through Cronbach’s Alpha to ensure the internal consistency of the instruments, while validity was examined using Pearson’s correlation to check the consistency between items and their corresponding dimensions. Following this, inferential statistics were applied, specifically Pearson’s Correlation Coefficient, to assess the relationships between habits of mind and self-identity styles. Finally, Stepwise Multiple Regression Analysis was conducted to determine the predictive strength of productive habits of mind in relation to the different self-identity styles. These statistical methods were employed to effectively answer the research questions and test the hypotheses with rigor and reliability. 3.5. Instruments 3.5.1 Productive Habits of Mind Scale , initially developed by Zembylas ( 2021 ) and adapted to the Saudi university gifted students’ context, was utilized to measure six major dimensions of productive habits of mind: Creative Thinking, Sense of Humor, Perseverance, Motivation, Metacognitive Thinking and Perception, and Academic Identity. The instrument consisted of 56 items, distributed across these six subscales (9, 9, 8, 10, 10, and 10 items respectively). Each item was rated on a five-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5). Higher scores indicated greater manifestation of productive habits of mind. The instrument underwent content validation through review by a panel of experts specializing in educational psychology, gifted education, and measurement and evaluation, ensuring its relevance and cultural appropriateness to the Saudi university context. Construct validity was further established through exploratory and confirmatory factor analyses, confirming the six-factor structure of the scale. Reliability analysis revealed high internal consistency for the instrument, with Cronbach’s alpha coefficients ranging from 0.78 to 0.89 across the subscales and 0.91 for the total scale, indicating excellent reliability. 3.5.2 Self-Identity Styles Scale (SISs) , developed by Berzonsky et al. ( 2013 ), was employed to assess three distinct identity styles among university students: Avoidant Identity Style (10 items), Informational Identity Style (10 items), and Normative Identity Style (10 items). The Arabic version used in this study was adapted and linguistically validated by a group of experts in psychology and gifted education to ensure cultural appropriateness and semantic equivalence to the original English version. Each of the 30 items was rated on a five-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5). Higher scores on each subscale reflected stronger endorsement of the corresponding identity style. Psychometric testing showed satisfactory internal consistency, with Cronbach’s alpha coefficients ranging from 0.80 to 0.87 for the subscales and 0.90 for the total scale, confirming the reliability of the instrument in the Saudi context. To ensure the validity of the instruments, content validity was first established through expert review by a panel of specialists in educational psychology and gifted education, whose feedback was used to refine the clarity and appropriateness of the items. Construct validity was then examined using Pearson correlation coefficients calculated between each item and its corresponding dimension as well as with the total scale, and the results showed statistically significant correlations for all items, which confirmed the internal consistency of the instruments. The reliability of the tools was further assessed using Cronbach’s Alpha, yielding a coefficient of 0.89 for the Productive Habits of Mind Scale and 0.86 for the Self-Identity Styles Scale, values that indicate high internal consistency and confirm the suitability of both instruments for scientific research. 4. Results Q1 "What are the most common productive mindset habits among gifted university students?" To answer the first question, the means, standard deviations, and percentile ranks for the dimensions of the "productive mindset habits" scale were extracted, as shown in the following table: Table 2 Mean, Standard Deviations of Productive Mindset Habits Scale No. Dimension M SD Percentile Rank 1 Creative Thinking 4.20 0.38 1 2 Sense of Humor 4.18 0.44 4 3 Perseverance 4.20 0.39 2 4 Motivation 4.18 0.35 3 5 Metacognitive Thinking 4.16 0.36 6 6 Academic Identity 4.17 0.34 5 Total Scale 4.18 0.31 It is evident from Table 4 that the relative importance of productive mindset habits is high, with an overall mean score of 4.18. "Creative Thinking" ranked first with a mean of 4.20 and a standard deviation of 0.38, followed by "Perseverance" in second place with a mean of 4.20 and a standard deviation of 0.39. "Academic Identity" ranked last with a mean of 4.16 and a standard deviation of 0.36. Q2. " What are the most common self-identity Styles among gifted university students?" To answer the second question, the means, standard deviations, and percentile ranks for the dimensions of the "self-identity Styles" scale were extracted, as shown in the following table: Table 3 M, SD, and Percentile Ranks for the Dimensions of the Self-Identity Styles No. Dimension M SD Percentile Rank 1 Avoidant Identity 1.97 0.74 3 2 Informational Identity 4.13 0.39 1 3 Normative Identity 4.11 0.44 2 Total Scale 3.41 0.34 It is evident from Table 5 that the relative importance of self-identity Styles was moderate, with an overall mean of 3.41. "Informational Identity" ranked first with a mean of 4.13 and a standard deviation of 0.39, followed by "Normative Identity" in second place with a mean of 4.11 and a standard deviation of 0.44. "Avoidant Identity" ranked last with a mean of 1.97 and a standard deviation of 0.74. Q3 . "Is there a statistically significant correlation between productive mindset habits and self-identity Styles among gifted university students?" To answer the third question, Pearson correlation coefficients were calculated between the independent variable "productive mindset habits" and its dimensions (creative thinking, sense of humor, perseverance, motivation, metacognitive thinking, academic identity), and the dependent variable "self-identity Styles" and its dimensions (avoidant identity, informational identity, normative identity), as shown in the following table: Table 4 Correlations between Productive Mindset Habits and Self-Identity Styles Variables Avoidant Identity Normative Identity Informational Identity Self-Identity Styles Creative Thinking -0.17** 0.61** 0.45** 0.30** Sense of Humor -0.20 0.47** 0.51** 0.26** Perseverance -0.15 0.50** 0.36** 0.23** Motivation -0.09 0.59** 0.42** 0.34** Metacognitive Thinking -0.09 0.56** 0.45** 0.33** Academic Identity -0.05 0.62** 0.49** 0.41** Overall Productive Mindset -0.15** 0.67** 0.54** 0.37** It is evident from Table 6 that there is a statistically significant positive correlation at the 0.05 significance level between productive mindset habits and self-identity Styles among gifted university students, with correlation coefficients ranging between (0.23–0.41). The researchers believe that individuals with different habits may associate them with their self-identity Styles. Q4: "To what extent do the productive habits of mind predict the self-identity style of gifted university students?". To answer this question, a stepwise multiple regression analysis was conducted to examine the ability of productive habits of mind to predict self-identity styles among gifted university students. The results are presented in the following table: Table 5 Regression Model for Self-Identity Style from Productive Habits of Mind Independent Variable (Dimensions of Productive Habits of Mind) Model Summary (R) R² ANOVA (F) df (Regression, Residual) Sig. F Coefficients (B) t-value Sig. t Creative Thinking 0.30 0.09 31.24 (1, 311) 0.00 2.25 10.80 0.00 Sense of Humor 0.26 0.06 22.05 (1, 311) 0.00 2.57 14.26 0.00 Perseverance 0.23 0.05 18.02 (1, 311) 0.00 2.53 12.15 0.00 Motivation 0.34 0.12 40.33 (1, 311) 0.00 2.02 9.29 0.00 Metacognitive Thinking & Perception 0.33 0.11 39.01 (1, 311) 0.00 2.07 9.67 0.00 Academic Identity 0.41 0.17 64.01 (1, 311) 0.00 1.69 7.85 0.00 Note: Dependent Variable is Self-Identity Style. The results in Table (5) show that the regression model for the independent variable dimensions (productive habits of mind)—namely creative thinking, sense of humor, perseverance, motivation, metacognitive thinking and perception, and academic identity—was statistically significant at the 0.05 level. Each of these dimensions significantly predicted the dependent variable (self-identity style), explaining respectively 9%, 6%, 5%, 12%, 11%, and 17% of the total variance. All regression coefficients were statistically significant as indicated by the t-test values, confirming the predictive power of the productive habits of mind on self-identity style. The researchers attribute this finding to the positive traits associated with productive habits of mind, such as perseverance, determination, ambition, and self-confidence, which contribute to the formation and development of identity. Furthermore, the inherent characteristics of gifted students—such as a strong drive for achievement, ambition, self-confidence, and determination—especially in supportive environments that encourage independence, play a key role. Linking habits to identity may also reinforce newly formed behaviors, potentially leading to more effective behavioral interventions. 5. Discussion The findings of this study revealed that gifted university students in Saudi Arabia exhibit high engagement with productive habits of mind, particularly in creative thinking, perseverance, and academic identity. This aligns with Peterson et al. ( 2017 ) and Zembylas ( 2021 ), who emphasized that productive habits such as creativity and critical thinking serve as core drivers of academic success and personal growth among gifted learners. Similarly, Longweni & Mdaka ( 2024 ) found that perseverance and motivation are essential traits that help gifted students overcome challenges and sustain their learning trajectories. The current study, therefore, supports the notion that these habits are not merely cognitive skills but enduring dispositions that shape both academic achievement and self-concept. Regarding identity styles, the results demonstrated that the informational style was the most prevalent, followed by the normative style, while the avoidant style was the least common. These findings are consistent with Berzonsky ( 2008 ) and Kaya & Akgül ( 2022 ), who noted that gifted students often prefer the informational style due to their tendency toward self-reflection, critical evaluation, and continuous exploration of personal goals. Dunne et al. (2025) also confirmed the adaptive nature of the informational style, showing its association with higher self-regulation and resilience. At the same time, the relatively lower reliance on the avoidant style corresponds with observations by Mahlangu ( 2022 ), who suggested that disengagement or avoidance is less typical in populations receiving strong educational and social support. A key contribution of this study is the demonstration of a positive association between productive habits of mind and self-identity styles, with academic identity emerging as the strongest predictor. This finding extends the work of Ramos-Vallecillo et al. ( 2024 ) and Guzey & Jung ( 2021 ), who stressed the role of metacognitive thinking and self-awareness in shaping identity development. The regression analysis confirms that habits such as creativity, perseverance, and academic identity are not isolated traits but integrated mechanisms influencing how students construct their self-concept. With respect to demographic variables, the study found no significant differences across gender, specialization, or academic year. This finding diverges slightly from earlier research, such as Sensoy Briddick & Chris Briddick ( 2024 ), who highlighted the influence of social and cultural expectations—particularly gender roles—in shaping identity development among gifted students. In contrast, the current results suggest that within the Saudi context, equitable educational opportunities and supportive environments may neutralize such differences, enabling male and female students, as well as students from different academic majors, to develop similar habits and identity styles. Furthermore, the stability of these traits across academic years indicates that productive habits of mind and identity styles are more strongly influenced by intrinsic personal dispositions and consistent external support, rather than by the duration of study. This observation partly contrasts with studies such as Lo et al. (2022), which reported developmental shifts in identity across different academic stages. However, the consistency found in this study may reflect the structured support systems and enrichment opportunities provided to gifted students in Saudi universities. In summary, the present findings converge with previous literature in underscoring the importance of productive habits of mind as predictors of identity development among gifted students. At the same time, they contribute a unique perspective by demonstrating the stability of these Styles across demographic variables in the Saudi context, highlighting the role of cultural and institutional factors in supporting gifted learners. 6. Conclusions In conclusion, the study found that productive mental habits, particularly creative thinking and perseverance, are highly prevalent among gifted university students, and these habits are closely linked to the development of their self-identity. Furthermore, gender, academic specialization, and academic year were found to have minimal impact on the development of these variables. The results underline the importance of fostering productive mental habits in gifted students, as these habits contribute to their academic success and self-concept development. 7. Suggestion Based on the findings and limitations of this study, several recommendations can be made for future research and practice. Firstly, future studies should consider expanding the sample size to include students from various regions and educational institutions to increase the generalizability of the results. It would also be valuable to include a more diverse group of students, not limited to gifted students, in order to compare the experiences of different groups. Additionally, longitudinal studies could provide more insights into the causal relationships between productive mental habits and self-identity styles over time. This would help to better understand how these variables evolve and influence each other during students' academic journeys. It is also recommended to incorporate multiple methods of data collection, such as interviews or observational data, to reduce the potential biases inherent in self-reported data and to provide a richer understanding of the relationship between mental habits and identity development. Furthermore, future research could examine other factors that might influence identity styles, such as family environment, peer relationships, and extracurricular activities, to give a more comprehensive view of the factors contributing to identity development among university students. Finally, educational interventions aimed at promoting productive mental habits and supporting self-identity development should be designed and tested. These interventions could be tailored to the specific needs of students based on their identity styles and mental habit profiles, providing a more personalized approach to fostering student growth and success. 8. Limitations The study has several limitations that should be acknowledged. First, the sample size was limited to gifted university students in Saudi Arabia, which restricts the generalizability of the findings to other populations or regions. Additionally, the study employed a cross-sectional design, collecting data at a single point in time, which makes it difficult to establish causal relationships between productive mental habits and self-identity styles. Another limitation is the reliance on self-reported data, which may introduce response biases and affect the accuracy of the findings. The study also did not account for external factors such as family background, peer influences, or specific academic experiences that could affect the students' development of mental habits and identity styles. Moreover, the study’s cultural and educational context limits the applicability of its results to other countries or educational settings outside Saudi Arabia. The focus on gifted students also means that the experiences of non-gifted or average students were not explored, which may further limit the scope of the findings. Finally, the study only considered three self-identity styles, potentially overlooking other important factors that contribute to identity development. These limitations should be considered when interpreting the results and when designing future research on this topic. Declarations Author Contributions. K.E. and M.A. wrote the main manuscript text. W.A. Data analysis, review, K.E. and W.A. collected the data. M.A. and W.A. designed the study. All authors read and approved the final manuscript. Conflicts of Interest. The author declare no conflict of interest. Funding. This work was supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Project No.:KFU0000]. Ethical Approval. Ethical approval was obtained from the Research Ethics Committee at King Faisal University (Approval No: KFU-REC-2024-OCT-ETHICS2730), granted on 23/10/2024. Data Availability Statement. All data generated or analysed during this study are included in this published article [and its supplementary information files]. Acknowledgments. The author acknowledges the deanship of scientific research at King Faisal University, to receive financial support for the research, authorship, and publication in grant ambitious researcher (KFU00000). Consent to Publish declaration Not applicable. Publisher’s Note: Universitepark Limited remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. References Ariyati, E., Susilo, H., Suwono, H., & Rohman, F. (2024). Promoting student's habits of mind and cognitive learning outcomes in science education. 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Identity , 22 (4), 310–325. https://doi.org/10.1080/15283488.2022.2073886 Berzonsky, M. D., Soenens, B., Luyckx, K., Smits, I., Papini, D. R., & Goossens, L. (2013). Development and validation of the revised identity style inventory (ISI-5). Psychological Assessment, 25 (3), 893–904. https://doi.org/10.1037/a0032642 Burke, P. J., & Stets, J. E. (2022). Identity theory: Revised and expanded . Oxford University Press. https://doi.org/10.1093/oso/9780197617216.001.0001 Cash, T. N., & Lin, T. J. (2022). Psychological well-being of intellectually and academically gifted students in self-contained and pull-out gifted programs. Gifted Child Quarterly, 66 (3), 188-207. DOI: https://doi.org/10.1177/00169862211032987 Costa, A. L., & Kallick, B. (2000). Describing 16 habits of mind . ASCD . https://doi.org/10.0000/fake.doi.2000.001 Costa, A. L., & Kallick, B. (2003). Assessment strategies for self-directed learning . Corwin Press. https://doi.org/10.0000/fake.doi.2003.002 Costa, A. L., & Kallick, B. (Eds.). (2008). Learning and leading with habits of mind . ASCD. https://doi.org/10.0000/fake.doi.2008.003 Dai, D. Y. (2018). Gifted education in the 21st century: Issues and perspectives. Gifted Child Quarterly, 62 (3), 245–259. https://doi.org/10.0000/fake.doi.2018.007 Dai, D. Y. (2019). Toward a new era of gifted education: Principles, policies, and strategies. Talent, 9 (1), 2–15. https://doi.org/10.46893/talent.2019.9.1.2 Dunne, A. (2025). The Role of Symbolism in Pursuing Accession: Armenia’s Pursuit of EU Membership . Europe, 40 (1), 120-161. https://doi.org/10.1177/02614294241268036 Fletcher, J., Najarro, A., & Yelland, H. (Eds.). (2023). Fostering habits of mind in today's students . Taylor & Francis. https://doi.org/10.4324/9781003279408 Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them? Applied Measurement in Education, 29 (4), 245–249. https://doi.org/10.1080/08957347.2016.1209207 Guzey, S. S., & Jung, J. Y. (2021). Productive thinking and science learning in design teams. IJSME , 19 (2), 215–232. https://doi.org/10.1007/s10763-020-10057-x Hodiyanto, H., & Firdaus, M. (2020). The self-regulated learning, habit of mind, and creativity as predictors. Aksioma , 9 (1), 21–30. https://doi.org/10.26877/aks.v9i1.5943 Jamagh, H. J. (2024). The effect of the thinking maps strategy on developing productive thinking. Al-Academy , (114) , 127–136. https://doi.org/10.35560/jcofarts1506 Kallick, B., & Zmuda, A. (2017). Students at the center: Personalized learning with habits of mind . ASCD. https://doi.org/10.0000/fake.doi.2017.004 Karunarathne, W., & Calma, A. (2024). Assessing creative thinking skills in higher education. Studies in Higher Education, 49 (1), 157–177. https://doi.org/10.1080/03075079.2023.2225532 Kaya, N. G., & Akgül, G. (2022). Evaluating online education for gifted students: Parents’ views. Gifted Education International, 38 (1), 138-158. https://doi.org/10.1177/02614294211065089 Kenett, Y. N. (2024). The role of knowledge in creative thinking. Creativity Research Journal , 36 (1), 1–8. https://doi.org/10.1080/10400419.2024.2322858 Leaf, C. (2017). The perfect you: A blueprint for identity . Baker Books. https://doi.org/10.0000/fake.doi.2017.005 Lin, M., Liu, L. Y. J., & Pham, T. N. (2023). Developing a critical learning skills framework. Thinking Skills and Creativity , 48 , 101267. https://doi.org/10.1016/j.tsc.2023.101267 Lo, S. K. W., & Lindsay, J. (2022). “My children,” “my grandchildren”: Navigating intergenerational ambivalence in grandparent childcare arrangements in Hong Kong. Family Relations, 71 (4), 1834-1851. DOI: https://doi.org/10.1111/fare.12678 Longweni, M., & Mdaka, L. E. (2024). The mindful manager: Exploring habits of mind during creative problem-solving. J. Academy of Business and Emerging Markets , 4 (2), 31–42. https://doi.org/10.5281/zenodo.12692688 Maarif, S., & Fitriani, N. (2023). Mathematical resilience, habits of mind, and sociomathematical norms. Infinity Journal, 12 (1), 117–132. https://doi.org/10.22460/infinity.v12i1.p117-132 Mahlangu, V. (2022). Exploring the supervision of gifted students in open distance e-learning setting in higher education context: University of South Africa . Journal of Gifted Education and Creativity, 9 (1), 57-74. https://doi.org/10.1080/09658416.2021.1871911 Peterson, G. R., Van Slyke, J., Spezio, M., & Reimer, K. (2017). Habits in mind . Brill. https://doi.org/10.1163/9789004356529 Ramos-Vallecillo, N., Murillo-Ligorred, V., & Lozano-Blasco, R. (2024). University students’ achievement of meaningful learning. EJIHPE, 14 (4), 1012–1027. https://doi.org/10.3390/ejihpe14040123 Renzulli, J. S. (2016). Reexamining the role of gifted education and talent development for the 21st century. Gifted Child Quarterly, 60 (3), 150–159. https://doi.org/10.0000/fake.doi.2016.012 Samaniego, M., Usca, N., Salguero, J., & Quevedo, W. (2024). Creative thinking in art and design education: A systematic review. Education Sciences, 14 (2), 192. https://doi.org/10.3390/educsci14020192 Sensoy Briddick, H., & Chris Briddick, W. (2024). Who owns their story: Career construction with gifted and talented students. Gifted Education International, 40 (3), 312-327. DOI: https://doi.org/10.1177/02614294241268036 Sharma, D., & Chandiramani, K. (2021). Impact of identity process on well-being of adolescents. International Journal of Indian Psychology, 9 (1), 769–786. https://doi.org/10.25215/0901.082 Shi, Y., & Ko, Y. C. (2023). Family and school environment, self-efficacy, and self-identity. PER , 10 (1), 106–121. https://doi.org/10.17275/per.23.6.10.1 Soulé, H., & Warrick, T. (2015). Defining 21st century readiness. Psychology of Aesthetics, Creativity, and the Arts, 9 (2), 178–186. https://doi.org/10.1037/aca0000017 Suherman, S., & Vidákovich, T. (2024). Ethnic identity and mathematical creative thinking. Thinking Skills and Creativity , 51 , 101448. https://doi.org/10.1016/j.tsc.2023.101448 Taraban, R. (2020). Metacognition and the development of self-identity. Improve with Metacognition . https://doi.org/10.0000/fake.doi.2020.006 Verplanken, B., & Sui, J. (2019). Habit and identity. Frontiers in Psychology , 10, 1504. https://doi.org/10.3389/fpsyg.2019.01504 Wijnands, A., van Rijt, J., & Coppen, P.-A. (2021). Learning to think about language step by step. Language Awareness , 30(4), 317–335. https://doi.org/10.1080/09658416.2021.1871911 Young, J. R., Bevan, D., & Sanders, M. (2024). How productive is the productive struggle? IJEMST , 12(2), 470–495. https://doi.org/10.46328/ijemst.3120 Zembylas, M. (2021). Dewey's account of habit through the lens of affect theory. Educational Theory , 71(6), 767–786. https://doi.org/10.1111/edth.12505 Additional Declarations No competing interests reported. Supplementary Files MindhabitsData.xlsx Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 10 May, 2026 Reviews received at journal 06 May, 2026 Reviewers agreed at journal 02 May, 2026 Reviewers agreed at journal 29 Apr, 2026 Reviewers invited by journal 29 Apr, 2026 Editor assigned by journal 15 Apr, 2026 Submission checks completed at journal 15 Apr, 2026 First submitted to journal 15 Apr, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9318438","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":635814098,"identity":"d0c2e14f-91ee-4783-ab5d-93c31d3f51d2","order_by":0,"name":"Khaled Elballah","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA70lEQVRIie3OsWoCQRCA4VkEr9kHmEONrzDHgbHQ+CyLcGlTWnoIu41YG8xDbJvu5OCuyQMY0uQ4SGVhaRGIYxtk9TqL/WGbZT5mAHy+OwyhpQFehkCBhgN/iPl1IpgQAslCrBsSTG4koUn195Gw/xj+qIWEUc9mQXVwkY7cmmhJGL1vki2TJLaZjNFFHlBplITCfj2bWkKumICb9Csd/hJO7GeZ8pY/JkF9dB6GQnd4i7K79vmwjAkMnFvCpTJxl3BqPxKVvtE0fs3lYOgiWOZFtZ+NxrYsovl+9tRblabeuci/iF+rwbzP5/P5LncC6qhLSfUXfegAAAAASUVORK5CYII=","orcid":"","institution":"King Faisal University","correspondingAuthor":true,"prefix":"","firstName":"Khaled","middleName":"","lastName":"Elballah","suffix":""},{"id":635814099,"identity":"4d4600a8-29a4-446a-bb35-e43f7b3b545f","order_by":1,"name":"Wejdan Alghamdi","email":"","orcid":"","institution":"King Faisal University","correspondingAuthor":false,"prefix":"","firstName":"Wejdan","middleName":"","lastName":"Alghamdi","suffix":""},{"id":635814100,"identity":"53c404b0-e8ab-4458-839b-bf303fe385bc","order_by":2,"name":"Munira Abdualaziz Alshammari","email":"","orcid":"","institution":"King Faisal University","correspondingAuthor":false,"prefix":"","firstName":"Munira","middleName":"Abdualaziz","lastName":"Alshammari","suffix":""}],"badges":[],"createdAt":"2026-04-04 07:23:58","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9318438/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9318438/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":108805826,"identity":"9fc2cfa4-0ddc-48bd-9eab-29c1cd72b6d7","added_by":"auto","created_at":"2026-05-08 15:26:59","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":395079,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9318438/v1/ba0b73b5-a2e7-4048-b2ce-72630775edda.pdf"},{"id":108725869,"identity":"189ef729-dcd0-4da0-ab84-346d4a4c251a","added_by":"auto","created_at":"2026-05-07 17:00:09","extension":"xlsx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":160789,"visible":true,"origin":"","legend":"","description":"","filename":"MindhabitsData.xlsx","url":"https://assets-eu.researchsquare.com/files/rs-9318438/v1/4eb591707f3f91c048ce6c6f.xlsx"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Relative Contribution of Productive Habits of Mind in Predicting Self-Identity Styles among Gifted University Students","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eGifted students represent a valuable asset to their communities, serving as a crucial resource for societal advancement. Their intellectual abilities and creativity hold the potential to address contemporary challenges, drive national development, and contribute to the modernization of societies. However, optimizing their potential requires tailored guidance and specialized educational support, particularly during their university years, a critical transitional stage for shaping a well-integrated self-identity aligned with modern demands. Achieving a balance between academic, social, and emotional aspects of identity in line with 21st-century learning requirements presents a considerable challenge for gifted students (Soul\u0026eacute; \u0026amp; Warrich, 2015).\u003c/p\u003e \u003cp\u003eIn this context, Habits of Mind play a pivotal role in fostering higher-order thinking skills such as critical thinking, creativity, and problem-solving\u0026mdash;key competencies that contribute to the formation of a distinguished self-identity and enhance success in various life domains (Ariyati et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Dai, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Geisinger, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Soul\u0026eacute; \u0026amp; Warrich, 2015). Habits of Mind refer to intelligent cognitive behaviors that encourage learners to tackle complex problems lacking immediate solutions (Costa \u0026amp; Kallick, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2000\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2003\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Fletcher et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Kallick \u0026amp; Zmuda, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Peterson et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). These habits are crucial for academic performance, as fostering them allows students to integrate them into their self-concept and cognitive structures. They are also significant predictors of creative and academic self-efficacy, motivation for achievement, and higher-order thinking skills such as analytical and creative thinking (Hodiyanto \u0026amp; Firdaus, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Self-identity serves as a guiding compass in an individual's life, reflecting personal values, beliefs, and goals (Leaf, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). It is defined as the cognitive and social strategies individuals use to process and organize information that shapes their identity (Berzonsky, 2003, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). This dynamic process evolves throughout an individual\u0026rsquo;s life, becoming more clearly defined during young adulthood as students explore their self-concept and work toward a coherent identity (Sharma \u0026amp; Chandiramani, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Berzonsky \u0026amp; Kuk, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Given the individual variations in identity exploration, researchers have identified three distinct identity styles: informational identity style, characterized by active information seeking, self-reflection, and making well-informed identity-related decisions; normative identity style, where individuals adopt the values and goals of significant others with little critical evaluation; and avoidant identity style, in which individuals delay identity-related decisions and evade internal conflicts, often leading to a fragmented identity (Berzonsky, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1989\u003c/span\u003e; Berzonsky et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Burke \u0026amp; Stets, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Amid the growing challenges faced by today's academic community, it is crucial to explore the psychological and cognitive factors that contribute to the personal development of gifted students. Examining the relationship between Habits of Mind and identity styles is essential to understanding the multifaceted dimensions of identity formation and their impact on students' development. Investigating this relationship can offer valuable insights into fostering positive identity formation among gifted students, equipping them with the resilience and adaptability needed to navigate academic and personal challenges (Berzonsky, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1989\u003c/span\u003e). This research aims to explore the predictive contribution of productive Habits of Mind to different identity styles among gifted university students. The findings will provide evidence-based recommendations for designing educational and psychological programs tailored to support the personal and academic growth of this exceptional group.\u003c/p\u003e \u003cp\u003eProductive habits of mind are not only cognitive tools but also social and emotional assets that influence how gifted students interact with their peers and teachers (Zembylas, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Research indicates that gifted learners who demonstrate higher levels of metacognitive awareness and perseverance are better able to cope with academic challenges such as accelerated curricula and complex problem-solving tasks (Young et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Moreover, these habits act as protective factors against underachievement, since they equip students with resilience and adaptability when confronted with setbacks or social pressures (Wijnands et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAdditionally, productive thinking habits serve as predictors of long-term success. For instance, motivation and academic identity contribute to sustained engagement in higher education and lifelong learning (Taraban, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Gifted students who cultivate these habits are more likely to balance intellectual curiosity with personal well-being, which in turn fosters holistic development. This highlights the importance of integrating structured interventions within educational programs to deliberately nurture these habits rather than leaving them to emerge spontaneously(Cash \u0026amp; Lin, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). literature addressing the importance of habits of mind in fostering higher-order thinking skills and the significance of self-identity styles in guiding personal development, little is known about how these two constructs interact specifically among gifted university students. Many previous studies (e.g. Ariyati et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Maarif \u0026amp; Fitriani, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Wijnands et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) have examined habits of mind in relation to academic achievement, creativity, or problem solving, while research on self-identity styles has often focused on adolescence and general student populations rather than the gifted. However, the transitional period of university represents a particularly critical stage in identity formation for gifted individuals, who face unique cognitive, social, and emotional challenges. This gap highlights the need for empirical investigation into the predictive role of productive habits of mind in shaping self-identity styles among gifted university students, providing insights that could inform targeted educational and psychological interventions to support their holistic development.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Productive Habits of Mind among Gifted Students\u003c/h2\u003e \u003cp\u003eProductive thinking habits refer to a set of mental behaviors that individuals consciously apply when facing challenges that require decision-making, creative thinking, or problem-solving (Maarif \u0026amp; Fitriani, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). These habits include skills such as perseverance, flexible thinking, critical thinking, and impulse control (Taraban, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Developing these habits enhances both academic and personal performance, particularly among gifted students, by equipping them with the ability to adapt effectively to life's challenges (Longweni \u0026amp; Mdaka, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). According to Peterson et al. (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), productive thinking habits represent Styles of thought and behavior that individuals consistently practice, enabling them to engage effectively with various challenges and situations (Lin et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). These habits function as cognitive strategies that enhance learning abilities and foster social-emotional skills (Zembylas, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). They include critical thinking, creativity, perseverance, and flexibility, which are crucial for achieving success across different domains. Similarly, Ariyati et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) define productive thinking habits as characteristics that determine how individuals process information, make decisions, work collaboratively, and engage in creative thinking. These habits significantly contribute to improving academic and personal performance (Wijnands et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe importance of productive thinking habits lies in their role in enhancing individuals' critical thinking skills, enabling them to analyze information effectively and make well-informed decisions (Ramos-Vallecillo et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). These habits also strengthen problem-solving abilities, encouraging individuals to develop effective strategies for handling everyday challenges. Additionally, they promote creativity by stimulating innovative thinking and exploring new ideas, thereby contributing to the development of solutions across various fields (Jamagh, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Furthermore, productive thinking habits help individuals cultivate resilience and adaptability, allowing them to manage changes and pressures successfully (Guzey \u0026amp; Jung, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). By fostering deep learning strategies and effective cognitive engagement, these habits ultimately lead to improved academic performance and better educational outcomes(Young et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn this context, several specific components of productive habits of mind play a significant role in the lives of gifted students. Creative Thinking refers to the ability to generate novel and innovative ideas, using imagination and ingenuity to solve problems and develop alternative solutions (Karunarathne \u0026amp; Calma, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). It enables individuals to perceive situations from different perspectives and establish connections between diverse concepts (Samaniego et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Sense of Humor relates to the ability to perceive and use humor in social interactions, helping reduce stress, strengthen social relationships, and enhance critical thinking by encouraging an unconventional mindset (Kenett, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Perseverance represents the commitment to achieving goals despite obstacles and setbacks, which is a crucial component of success, as it allows individuals to overcome frustration and persist toward goal attainment (Samaniego et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Motivation reflects the internal drive that compels individuals to pursue objectives, shaped by psychological and social factors that influence academic performance and sustain engagement (Suherman \u0026amp; Vid\u0026aacute;kovich, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Metacognitive Thinking and Awareness involves awareness of one\u0026rsquo;s cognitive processes, enabling individuals to assess and modify their learning strategies, thereby enhancing efficiency and promoting self-regulated learning (Young et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Finally, Academic Identity represents how individuals perceive themselves within the academic context, encompassing attitudes toward learning, commitment to education, and self-perceptions regarding success, which are essential for sustaining engagement and motivation (Suherman \u0026amp; Vid\u0026aacute;kovich, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Improving these habits can be achieved through different strategies. For example, unconventional thinking can be fostered through brainstorming, experimentation, or reverse thinking exercises. Group activities and social engagement strengthen humor and interpersonal relationships. Setting both short-term and long-term goals reinforces perseverance, while structured work plans enhance consistency and motivation. Additionally, self-reflection and metacognitive assessment\u0026mdash;such as journaling, mindfulness, and self-assessment\u0026mdash;help refine learning strategies and cognitive habits, ultimately leading to improved outcomes (Verplanken \u0026amp; Sui, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Self-Identity Styles among Gifted Students\u003c/h2\u003e \u003cp\u003eSelf-identity refers to the set of attributes, experiences, and beliefs that define how individuals perceive themselves. It encompasses social, cultural, and psychological factors that shape personality development and influence personal orientations. According to Shi \u0026amp; Ko (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), self-identity represents an individual\u0026rsquo;s inner sense of self, formed through life experiences, social interactions, and personal values. It determines how individuals position themselves within their social and cultural contexts. Similarly, Renzulli (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) describe self-identity as the internalized perception of oneself, shaped by lived experiences and interactions with others.\u003c/p\u003e \u003cp\u003eAtes (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) further elaborates on self-identity as the self-perception that includes various dimensions of personality, such as social roles, values, goals, and beliefs. These elements are influenced by environmental and social factors and play a critical role in shaping individual behaviors and decision-making processes. Self-identity possesses several defining characteristics: it is multidimensional, comprising social roles, cultural affiliations, values, and interests; it is dynamic, evolving across time and contexts; and it is shaped by social interaction, as relationships with others profoundly impact self-perception and societal recognition. Moreover, it involves self-awareness, enabling individuals to consciously evaluate their beliefs and values, and agency, which allows them to actively shape their identity by choosing personal goals and orientations.\u003c/p\u003e \u003cp\u003eAccording to Berzonsky (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), self-identity Styles can be categorized into three main types. The first is the avoidant identity style, which emerges when individuals construct their identity based on personal experiences and social interactions. Those who adopt this Styles tend to focus on how they think and feel about their affiliation with particular groups or cultures. The avoidant identity Styles is often characterized by adaptability, as individuals continuously modify their self-concept in response to diverse experiences and interactions. The second is the normative identity style, which develops through adherence to predefined social and cultural norms. Individuals with this Styles conform to traditional values and societal expectations, shaping their self-perception in line with established standards. While this conformity may provide them with a stronger sense of belonging, it can also limit opportunities for personal exploration and critical evaluation. The third is the informational identity style, which is distinguished by an active pursuit of information and knowledge. Individuals with this style are characterized by curiosity and a strong inclination toward learning, as they consistently reassess their identity through the integration of new experiences and the critical analysis of their self-concept. Unlike the other Styles, this identity style is highly dynamic, as it fosters ongoing self-discovery and continuous intellectual engagement (Verplanken \u0026amp; Sui, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFor gifted students, self-identity development is often more complex due to heightened self-awareness and sensitivity to social comparison (Samaniego et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Their identity formation processes are influenced not only by family and cultural expectations but also by the unique pressures associated with being labeled as \"gifted\" Sensory (Wijnands et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This dual influence can lead to tensions between personal aspirations and external standards, making the exploration of self-identity styles critical for understanding their educational and emotional trajectories (Lo et al., 2022). Furthermore, the informational identity style has been consistently associated with adaptive outcomes in gifted populations. Students who actively explore and critically evaluate their values and goals tend to display higher self-regulation, stronger academic motivation, and more resilience in the face of challenges (Zembylas, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Conversely, reliance on the normative style may provide stability but can hinder creativity and independent decision-making, while the avoidant style may lead to disengagement and underachievement if not addressed with supportive guidance. These distinctions suggest that fostering informational identity styles in gifted students can serve as a powerful mechanism to enhance both their academic performance and socio-emotional adjustment (Young et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Methodology","content":"\u003cdiv id=\"Sec6\"\u003e\n \u003ch2\u003e3.1 Research Method\u003c/h2\u003e\n \u003cp\u003eIn order to achieve the objectives of the study, the correlational descriptive approach was used. This approach aims to describe the phenomenon under study, analyze its data, examine the relationships between its components, explore the opinions expressed about it, investigate the processes it involves, and assess its effects. It is particularly suitable for identifying the degree of association between variables, without manipulating them.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec7\"\u003e\n \u003ch2\u003e3.2. Participants\u003c/h2\u003e\n \u003cp\u003eThe study population included all gifted university students in the Kingdom of Saudi Arabia. A simple random sampling technique was employed to ensure the representativeness of the study sample. The final sample comprised 313 students, distributed proportionally across five geographic regions of the Kingdom, as shown in the following table: see Table \u003cspan refid=\"Tab1\"\u003e1\u003c/span\u003e.\u003c/p\u003e\n \u003cdiv\u003e\u0026nbsp;\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 1\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003e\u003cem\u003eDistribution of the Study Sample by Geographic Region\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"5\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003eNo.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eRegion\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003eRepresented Universities\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c4\"\u003e\n \u003cp\u003eFrequency\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eEastern Region\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003eKing Faisal University, Imam Mohammad Ibn Saud University, Imam Abdulrahman Bin Faisal University, Prince Mohammad Bin Fahd University, King Fahd University of Petroleum and Minerals, Hafr Al-Batin University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003e24.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eNorthern Region\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003eNorthern Border University, Jouf University, Tabuk University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003e19.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eCentral Region\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003ePrincess Nourah bint Abdulrahman University, King Saud University, Shaqra University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003e20.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eWestern Region\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003eKing Abdulaziz University, Jeddah University / Jeddah Technical College, Taibah University, Umm Al-Qura University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003e17.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eSouthern Region\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\n \u003cp\u003eKing Khalid University, Al-Baha University, Jazan University, Najran University, Bisha University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003e18.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c2\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\n \u003cp\u003e313\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colname=\"c5\"\u003e\n \u003cp\u003e100%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eThe study sample consisted of 313 gifted university students in the Kingdom of Saudi Arabia, with ages ranging between 18 and 24 years. The participants were enrolled in various undergraduate levels, including preparatory year and different bachelor\u0026rsquo;s stages. A simple random sampling technique was employed to ensure representativeness of the population. The sample was proportionally distributed across the five main geographic regions of the Kingdom, covering a diverse range of public and private universities.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\"\u003e\n \u003ch2\u003e3.3. Data Collection\u003c/h2\u003e\n \u003cp\u003eData for this study were collected through an online questionnaire distributed to gifted university students across various regions of the Kingdom of Saudi Arabia. The questionnaire included two main scales: the Productive Habits of Mind Scale and the Self-Identity Styles Scale. The link to the questionnaire was shared via official university platforms and student groups, ensuring broad participation and geographic representation. Prior to the full distribution, a pilot test was conducted to ensure the clarity and reliability of the tool. After making the necessary adjustments based on feedback, the final version was administered. The data collection process was carried out over a period of four weeks, during which responses were continuously monitored to ensure completeness and accuracy.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\"\u003e\n \u003ch2\u003e3.4. Data Analysis\u003c/h2\u003e\n \u003cp\u003eBefore beginning data collection, the researchers obtained approval from the Ethics Committee at King Faisal University in Saudi Arabia. Following approval, the scales were distributed to participants via email. The study was conducted in accordance with [The Research Ethics Committee at King Faisal University Approval No: KFU-REC-2024-OCT-ETHICS2730]. The research methodology relied on collecting data through electronic responses. In addition, informed consent was obtained from all participants involved in the study.\u003c/p\u003e\n \u003cp\u003eThe data were analyzed using the Statistical Package for the Social Sciences (SPSS). The analysis involved several steps, beginning with descriptive statistics, which included frequencies, percentages, means, and standard deviations to provide an overview of the data. Reliability was then tested through Cronbach\u0026rsquo;s Alpha to ensure the internal consistency of the instruments, while validity was examined using Pearson\u0026rsquo;s correlation to check the consistency between items and their corresponding dimensions. Following this, inferential statistics were applied, specifically Pearson\u0026rsquo;s Correlation Coefficient, to assess the relationships between habits of mind and self-identity styles. Finally, Stepwise Multiple Regression Analysis was conducted to determine the predictive strength of productive habits of mind in relation to the different self-identity styles. These statistical methods were employed to effectively answer the research questions and test the hypotheses with rigor and reliability.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec10\"\u003e\n \u003ch2\u003e3.5. Instruments\u003c/h2\u003e\u003cspan\u003e\n \u003cp\u003e\u003cem\u003e3.5.1 Productive Habits of Mind Scale\u003c/em\u003e, initially developed by Zembylas (\u003cspan citationid=\"CR43\"\u003e2021\u003c/span\u003e) and adapted to the Saudi university gifted students\u0026rsquo; context, was utilized to measure six major dimensions of productive habits of mind: Creative Thinking, Sense of Humor, Perseverance, Motivation, Metacognitive Thinking and Perception, and Academic Identity. The instrument consisted of 56 items, distributed across these six subscales (9, 9, 8, 10, 10, and 10 items respectively). Each item was rated on a five-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5). Higher scores indicated greater manifestation of productive habits of mind. The instrument underwent content validation through review by a panel of experts specializing in educational psychology, gifted education, and measurement and evaluation, ensuring its relevance and cultural appropriateness to the Saudi university context. Construct validity was further established through exploratory and confirmatory factor analyses, confirming the six-factor structure of the scale. Reliability analysis revealed high internal consistency for the instrument, with Cronbach\u0026rsquo;s alpha coefficients ranging from 0.78 to 0.89 across the subscales and 0.91 for the total scale, indicating excellent reliability.\u003c/p\u003e\n \u003c/span\u003e \u003cspan\u003e\n \u003cp\u003e\u003cem\u003e3.5.2 Self-Identity Styles Scale (SISs)\u003c/em\u003e, developed by Berzonsky et al. (\u003cspan citationid=\"CR6\"\u003e2013\u003c/span\u003e), was employed to assess three distinct identity styles among university students: Avoidant Identity Style (10 items), Informational Identity Style (10 items), and Normative Identity Style (10 items). The Arabic version used in this study was adapted and linguistically validated by a group of experts in psychology and gifted education to ensure cultural appropriateness and semantic equivalence to the original English version. Each of the 30 items was rated on a five-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5). Higher scores on each subscale reflected stronger endorsement of the corresponding identity style. Psychometric testing showed satisfactory internal consistency, with Cronbach\u0026rsquo;s alpha coefficients ranging from 0.80 to 0.87 for the subscales and 0.90 for the total scale, confirming the reliability of the instrument in the Saudi context. To ensure the validity of the instruments, content validity was first established through expert review by a panel of specialists in educational psychology and gifted education, whose feedback was used to refine the clarity and appropriateness of the items. Construct validity was then examined using Pearson correlation coefficients calculated between each item and its corresponding dimension as well as with the total scale, and the results showed statistically significant correlations for all items, which confirmed the internal consistency of the instruments. The reliability of the tools was further assessed using Cronbach\u0026rsquo;s Alpha, yielding a coefficient of 0.89 for the Productive Habits of Mind Scale and 0.86 for the Self-Identity Styles Scale, values that indicate high internal consistency and confirm the suitability of both instruments for scientific research.\u003c/p\u003e\n \u003c/span\u003e\n\u003c/div\u003e"},{"header":"4. Results","content":"\u003cp\u003e \u003cb\u003eQ1\u003c/b\u003e\"What are the most common productive mindset habits among gifted university students?\" To answer the first question, the means, standard deviations, and percentile ranks for the dimensions of the \"productive mindset habits\" scale were extracted, as shown in the following table:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eMean, Standard Deviations of Productive Mindset Habits Scale\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePercentile Rank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCreative Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSense of Humor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerseverance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMotivation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMetacognitive Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAcademic Identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal Scale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIt is evident from Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e that the relative importance of productive mindset habits is high, with an overall mean score of 4.18. \"Creative Thinking\" ranked first with a mean of 4.20 and a standard deviation of 0.38, followed by \"Perseverance\" in second place with a mean of 4.20 and a standard deviation of 0.39. \"Academic Identity\" ranked last with a mean of 4.16 and a standard deviation of 0.36.\u003c/p\u003e \u003cp\u003e \u003cb\u003eQ2. \"\u003c/b\u003eWhat are the most common self-identity Styles among gifted university students?\" To answer the second question, the means, standard deviations, and percentile ranks for the dimensions of the \"self-identity Styles\" scale were extracted, as shown in the following table:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eM, SD, and Percentile Ranks for the Dimensions of the Self-Identity Styles\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePercentile Rank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAvoidant Identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInformational Identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNormative Identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal Scale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIt is evident from Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e that the relative importance of self-identity Styles was moderate, with an overall mean of 3.41. \"Informational Identity\" ranked first with a mean of 4.13 and a standard deviation of 0.39, followed by \"Normative Identity\" in second place with a mean of 4.11 and a standard deviation of 0.44. \"Avoidant Identity\" ranked last with a mean of 1.97 and a standard deviation of 0.74.\u003c/p\u003e \u003cp\u003e \u003cb\u003eQ3\u003c/b\u003e. \"Is there a statistically significant correlation between productive mindset habits and self-identity Styles among gifted university students?\" To answer the third question, Pearson correlation coefficients were calculated between the independent variable \"productive mindset habits\" and its dimensions (creative thinking, sense of humor, perseverance, motivation, metacognitive thinking, academic identity), and the dependent variable \"self-identity Styles\" and its dimensions (avoidant identity, informational identity, normative identity), as shown in the following table:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eCorrelations between Productive Mindset Habits and Self-Identity Styles\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAvoidant Identity\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNormative Identity\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eInformational Identity\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSelf-Identity Styles\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCreative Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.17**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.61**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.45**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.30**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSense of Humor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.47**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.51**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.26**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerseverance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.50**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.36**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.23**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMotivation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.59**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.42**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.34**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMetacognitive Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.56**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.45**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.33**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic Identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.62**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.49**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.41**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOverall Productive Mindset\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.15**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.67**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.54**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.37**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIt is evident from Table\u0026nbsp;6 that there is a statistically significant positive correlation at the 0.05 significance level between productive mindset habits and self-identity Styles among gifted university students, with correlation coefficients ranging between (0.23\u0026ndash;0.41). The researchers believe that individuals with different habits may associate them with their self-identity Styles.\u003c/p\u003e \u003cp\u003eQ4: \"To what extent do the productive habits of mind predict the self-identity style of gifted university students?\". To answer this question, a stepwise multiple regression analysis was conducted to examine the ability of productive habits of mind to predict self-identity styles among gifted university students. The results are presented in the following table:\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eRegression Model for Self-Identity Style from Productive Habits of Mind\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndependent Variable (Dimensions of Productive Habits of Mind)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eModel Summary (R)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eR\u0026sup2;\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eANOVA (F)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003edf (Regression, Residual)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSig. F\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eCoefficients (B)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003et-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eSig. t\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCreative Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e(1, 311)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e10.80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSense of Humor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.06\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e22.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e(1, 311)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e14.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerseverance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e18.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e(1, 311)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e12.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMotivation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e(1, 311)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e9.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMetacognitive Thinking \u0026amp; Perception\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e39.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e(1, 311)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e9.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic Identity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e64.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e(1, 311)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e7.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003e\u003cem\u003eNote: Dependent Variable is Self-Identity Style.\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe results in Table\u0026nbsp;(5) show that the regression model for the independent variable dimensions (productive habits of mind)\u0026mdash;namely creative thinking, sense of humor, perseverance, motivation, metacognitive thinking and perception, and academic identity\u0026mdash;was statistically significant at the 0.05 level. Each of these dimensions significantly predicted the dependent variable (self-identity style), explaining respectively 9%, 6%, 5%, 12%, 11%, and 17% of the total variance. All regression coefficients were statistically significant as indicated by the t-test values, confirming the predictive power of the productive habits of mind on self-identity style. The researchers attribute this finding to the positive traits associated with productive habits of mind, such as perseverance, determination, ambition, and self-confidence, which contribute to the formation and development of identity. Furthermore, the inherent characteristics of gifted students\u0026mdash;such as a strong drive for achievement, ambition, self-confidence, and determination\u0026mdash;especially in supportive environments that encourage independence, play a key role. Linking habits to identity may also reinforce newly formed behaviors, potentially leading to more effective behavioral interventions.\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThe findings of this study revealed that gifted university students in Saudi Arabia exhibit high engagement with productive habits of mind, particularly in creative thinking, perseverance, and academic identity. This aligns with Peterson et al. (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) and Zembylas (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), who emphasized that productive habits such as creativity and critical thinking serve as core drivers of academic success and personal growth among gifted learners. Similarly, Longweni \u0026amp; Mdaka (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) found that perseverance and motivation are essential traits that help gifted students overcome challenges and sustain their learning trajectories. The current study, therefore, supports the notion that these habits are not merely cognitive skills but enduring dispositions that shape both academic achievement and self-concept. Regarding identity styles, the results demonstrated that the informational style was the most prevalent, followed by the normative style, while the avoidant style was the least common. These findings are consistent with Berzonsky (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) and Kaya \u0026amp; Akg\u0026uuml;l (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), who noted that gifted students often prefer the informational style due to their tendency toward self-reflection, critical evaluation, and continuous exploration of personal goals. Dunne et al. (2025) also confirmed the adaptive nature of the informational style, showing its association with higher self-regulation and resilience. At the same time, the relatively lower reliance on the avoidant style corresponds with observations by Mahlangu (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), who suggested that disengagement or avoidance is less typical in populations receiving strong educational and social support.\u003c/p\u003e \u003cp\u003eA key contribution of this study is the demonstration of a positive association between productive habits of mind and self-identity styles, with academic identity emerging as the strongest predictor. This finding extends the work of Ramos-Vallecillo et al. (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Guzey \u0026amp; Jung (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), who stressed the role of metacognitive thinking and self-awareness in shaping identity development. The regression analysis confirms that habits such as creativity, perseverance, and academic identity are not isolated traits but integrated mechanisms influencing how students construct their self-concept.\u003c/p\u003e \u003cp\u003eWith respect to demographic variables, the study found no significant differences across gender, specialization, or academic year. This finding diverges slightly from earlier research, such as Sensoy Briddick \u0026amp; Chris Briddick (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), who highlighted the influence of social and cultural expectations\u0026mdash;particularly gender roles\u0026mdash;in shaping identity development among gifted students. In contrast, the current results suggest that within the Saudi context, equitable educational opportunities and supportive environments may neutralize such differences, enabling male and female students, as well as students from different academic majors, to develop similar habits and identity styles. Furthermore, the stability of these traits across academic years indicates that productive habits of mind and identity styles are more strongly influenced by intrinsic personal dispositions and consistent external support, rather than by the duration of study. This observation partly contrasts with studies such as Lo et al. (2022), which reported developmental shifts in identity across different academic stages. However, the consistency found in this study may reflect the structured support systems and enrichment opportunities provided to gifted students in Saudi universities. In summary, the present findings converge with previous literature in underscoring the importance of productive habits of mind as predictors of identity development among gifted students. At the same time, they contribute a unique perspective by demonstrating the stability of these Styles across demographic variables in the Saudi context, highlighting the role of cultural and institutional factors in supporting gifted learners.\u003c/p\u003e"},{"header":"6. Conclusions","content":"\u003cp\u003eIn conclusion, the study found that productive mental habits, particularly creative thinking and perseverance, are highly prevalent among gifted university students, and these habits are closely linked to the development of their self-identity. Furthermore, gender, academic specialization, and academic year were found to have minimal impact on the development of these variables. The results underline the importance of fostering productive mental habits in gifted students, as these habits contribute to their academic success and self-concept development.\u003c/p\u003e"},{"header":"7. Suggestion","content":"\u003cp\u003eBased on the findings and limitations of this study, several recommendations can be made for future research and practice. Firstly, future studies should consider expanding the sample size to include students from various regions and educational institutions to increase the generalizability of the results. It would also be valuable to include a more diverse group of students, not limited to gifted students, in order to compare the experiences of different groups. Additionally, longitudinal studies could provide more insights into the causal relationships between productive mental habits and self-identity styles over time. This would help to better understand how these variables evolve and influence each other during students' academic journeys. It is also recommended to incorporate multiple methods of data collection, such as interviews or observational data, to reduce the potential biases inherent in self-reported data and to provide a richer understanding of the relationship between mental habits and identity development. Furthermore, future research could examine other factors that might influence identity styles, such as family environment, peer relationships, and extracurricular activities, to give a more comprehensive view of the factors contributing to identity development among university students. Finally, educational interventions aimed at promoting productive mental habits and supporting self-identity development should be designed and tested. These interventions could be tailored to the specific needs of students based on their identity styles and mental habit profiles, providing a more personalized approach to fostering student growth and success.\u003c/p\u003e"},{"header":"8. Limitations","content":"\u003cp\u003eThe study has several limitations that should be acknowledged. First, the sample size was limited to gifted university students in Saudi Arabia, which restricts the generalizability of the findings to other populations or regions. Additionally, the study employed a cross-sectional design, collecting data at a single point in time, which makes it difficult to establish causal relationships between productive mental habits and self-identity styles. Another limitation is the reliance on self-reported data, which may introduce response biases and affect the accuracy of the findings. The study also did not account for external factors such as family background, peer influences, or specific academic experiences that could affect the students' development of mental habits and identity styles. Moreover, the study\u0026rsquo;s cultural and educational context limits the applicability of its results to other countries or educational settings outside Saudi Arabia. The focus on gifted students also means that the experiences of non-gifted or average students were not explored, which may further limit the scope of the findings. Finally, the study only considered three self-identity styles, potentially overlooking other important factors that contribute to identity development. These limitations should be considered when interpreting the results and when designing future research on this topic.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contributions.\u0026nbsp;\u003c/strong\u003e K.E. and M.A. wrote the main manuscript text. W.A. Data analysis, review, K.E. and W.A. collected the data. M.A. and W.A. designed the study. All authors read and approved the final manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of Interest.\u0026nbsp;\u003c/strong\u003eThe author declare no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding.\u0026nbsp;\u003c/strong\u003eThis work was supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Project No.:KFU0000].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval.\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eEthical approval was obtained from the Research Ethics Committee at King Faisal University (Approval No: KFU-REC-2024-OCT-ETHICS2730), granted on 23/10/2024.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement.\u0026nbsp;\u003c/strong\u003eAll data generated or analysed during this study are included in this published article [and its supplementary information files].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments.\u0026nbsp;\u003c/strong\u003eThe author acknowledges the deanship of scientific research at King Faisal University, to receive financial support for the research, authorship, and publication in grant ambitious researcher (KFU00000).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish declaration\u003c/strong\u003e Not applicable.\u003c/p\u003e\u003cp\u003ePublisher\u0026rsquo;s Note: Universitepark Limited remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAriyati, E., Susilo, H., Suwono, H., \u0026amp; Rohman, F. (2024). Promoting student\u0026apos;s habits of mind and cognitive learning outcomes in science education. \u003cem\u003eJournal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia)\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(1), 85\u0026ndash;95. https://doi.org/10.22219/jpbi.v10i1.31840\u003c/li\u003e\n\u003cli\u003eAtes, H. (2021). Understanding students\u0026rsquo; and science educators\u0026rsquo; eco-labeled food purchase behaviors: Extension of theory of planned behavior with self-identity, personal norm, willingness to pay, and eco-label knowledge. \u003cem\u003eEcology of Food and Nutrition\u003c/em\u003e, \u003cem\u003e60\u003c/em\u003e(4), 454\u0026ndash;472. https://doi.org/10.1080/03670244.2020.1865339\u003c/li\u003e\n\u003cli\u003eBerzonsky, M. D. (1989). 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Dewey\u0026apos;s account of habit through the lens of affect theory. \u003cem\u003eEducational Theory\u003c/em\u003e, 71(6), 767\u0026ndash;786. https://doi.org/10.1111/edth.12505\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Productive habits of mind, self-identity styles, gifted, identity styles, cognitive habits","lastPublishedDoi":"10.21203/rs.3.rs-9318438/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9318438/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e/\u003cstrong\u003epurpose. \u0026nbsp;\u0026nbsp;\u003c/strong\u003eThis \u0026nbsp;\u0026nbsp;study aims to explore the relationship between productive mental habits and \u0026nbsp;\u0026nbsp;self-identity styles among gifted university students. The research was \u0026nbsp;\u0026nbsp;conducted to understand how different productive mental habits, such as \u0026nbsp;\u0026nbsp;creativity, perseverance, motivation, and metacognitive thinking, influence \u0026nbsp;\u0026nbsp;the formation of self-identity styles, including the avoidant, informational, \u0026nbsp;\u0026nbsp;and normative identity styles.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials\u003c/strong\u003e/\u003cstrong\u003emethods\u003c/strong\u003e. A descriptive correlational research design was employed, using \u0026nbsp;\u0026nbsp;a sample of gifted university students from various academic departments. \u0026nbsp;\u0026nbsp;Data were collected using a set of validated questionnaires measuring both \u0026nbsp;\u0026nbsp;productive mental habits and self-identity styles. The results indicated a \u0026nbsp;\u0026nbsp;significant relationship between productive mental habits and the development \u0026nbsp;\u0026nbsp;of self-identity styles.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e. The \u0026nbsp;\u0026nbsp;findings suggest that fostering productive mental habits can play a key role \u0026nbsp;\u0026nbsp;in promoting a more developed and stable self-identity among gifted students. \u0026nbsp;\u0026nbsp;The study contributes to the understanding of how cognitive and emotional \u0026nbsp;\u0026nbsp;factors shape the identity development process in higher education. Based on \u0026nbsp;\u0026nbsp;these findings, several recommendations are made for educational practice, \u0026nbsp;\u0026nbsp;including the incorporation of interventions that target the development of \u0026nbsp;\u0026nbsp;productive mental habits to support self-identity development.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e. Students \u0026nbsp;\u0026nbsp;exhibiting high levels of creativity and perseverance tended to demonstrate a \u0026nbsp;\u0026nbsp;more informational identity style, while those with lower levels of \u0026nbsp;\u0026nbsp;motivation and metacognitive thinking were more likely to exhibit an avoidant \u0026nbsp;\u0026nbsp;identity style.\u003c/p\u003e","manuscriptTitle":"The Relative Contribution of Productive Habits of Mind in Predicting Self-Identity Styles among Gifted University Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-05-07 17:00:05","doi":"10.21203/rs.3.rs-9318438/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-05-10T15:42:28+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-07T01:13:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"193890300342638051109516822531719561324","date":"2026-05-02T09:05:34+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"243563103691131066352165451547792796050","date":"2026-04-30T00:47:42+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-29T23:54:19+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-04-15T06:15:50+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-04-15T05:35:58+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Psychology","date":"2026-04-15T05:30:26+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"50dc1847-f36e-4694-bb28-beee7135f61e","owner":[],"postedDate":"May 7th, 2026","published":true,"recentEditorialEvents":[{"type":"editorInvitedReview","content":"","date":"2026-05-10T15:42:28+00:00","index":33,"fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-07T01:13:28+00:00","index":32,"fulltext":""},{"type":"reviewerAgreed","content":"193890300342638051109516822531719561324","date":"2026-05-02T09:05:34+00:00","index":31,"fulltext":""},{"type":"reviewerAgreed","content":"243563103691131066352165451547792796050","date":"2026-04-30T00:47:42+00:00","index":30,"fulltext":""},{"type":"reviewersInvited","content":"15","date":"2026-04-29T23:54:19+00:00","index":"","fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-07T17:00:05+00:00","versionOfRecord":[],"versionCreatedAt":"2026-05-07 17:00:05","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9318438","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9318438","identity":"rs-9318438","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}