Wisdom-based Thinking and Hexagonal Achievement Goal Approaches of Outstanding and Superior Students in the secondary stage in Makkah City

Abstract

The study aimed to learn the nature of the relationship between wisdom-based thinking and hexagonal achievement goal trends, as well as the differences as a result of the difference between type, specialization and predictability of hexagonal achievement goal trends, through wisdom-based thinking for high school students in Mecca. To achieve the study's objective, the interconnected descriptive survey curriculum was used. The tool was to build a gauge of wisdom-based thinking and use a gauge to guide the hexagonal achievement goal of the setup (Hassan, 2018) applied to a random caste sample of 248 superior students from some government high schools in Mecca. The study found several results, including Study sample students had a high degree of wisdom-based thinking and hexagonal achievement goal trends, and a statistically positive functional relationship between wisdom-based thinking and hexagonal achievement goal trends, and the study found that there was no statistically significant statistical impact of different disciplines. (Scientific-literary) and gender (male-female) in wisdom-based thinking and interactions, while there is a statistically significant influence between the sexes (male-female) in favour of males, and academic (scientific-literary) specialization in literary specialization, on trends and interactions between the six-party achievement goals. Trends in hexagonal achievement goals can be predicted through wisdom-based thinking and (sentencing) is the strongest indicator of goals (frequency/self), and the study recommends continuing weekly activities, in which students participate effectively, nurturing and supporting student achievements and excellence.