{'fraction_non_alphanumeric': 0.02483564645726808, 'fraction_numerical': 0.005843681519357195, 'mean_word_length': 5.8159203980099505, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Emotional Regulation Strategies and Problem-Solving Ability among the Gifted Students in Jeddah

The present study aims to investigate the emotional regulation strategies and their relation to the problem-solving ability among the gifted intermediate and secondary students in Jeddah. It adopted the questionnaire of emotional regulation strategies (Saloum, 2015) and the personal problem-solving inventory (Heppner and Peterson, 1982). Results revealed the high level of the emotional regulation strategies among the gifted students. While "positive focus" was ranked first, "distraction" was ranked last. Results also revealed the high level of the problem-solving ability among the participants. While "personal discipline" was ranked first, "avoidance" was ranked last. Furthermore, the emotional regulation strategies were not correlated to the problem-solving ability. Although there were differences in the emotional regulation strategies due to educational stage favoring the secondary stage, there were no differences in the problem-solving ability. The study recommended activating the role of the educational institutions by increasing the attention to the emotional regulation strategies in the different stages and holding workshops and symposia to the students at schools and universities to improve their emotional regulation and problem-solving ability.