الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current study aimed to identify mind fullness and its relationhip to the effectiveness of creative self and efficiency cognitive representation of the mentally superior and oedinary secondary school students. The basic research sample consisted of (300) male and female students. Prepared by Ahlam Abddullah (2013), the high intelligence test (Prepared by Mr. Mohamed khairy, ) the measure of creative self –efficacy ( prepared by the researcher) and the measure of cognitive representation efficiency (prepared by the researcher).
The study concluded that there is a positive and statistically significant correlation at the level (0.01) between the scores of the first-year secondary high achievers and ordinary students on the scale of mind fullness, and their scores on the effectiveness of creative self, and on the mental vigilance scale, and their scores on the efficiency cognitive representation competency scale and on the effectiveness of creative self.
There are statistically significant differences at the level of (0.01) among the outstanding students in mindfulnes, creative self-efficacy, and in the efficiency of cognitive reprsesntation. There are statistically significant differences at the level of (0.01) between both genders in mind fullness, the effectiveness of creative self-efficacy, and cognitive representation in favor of the males.
There is a statistically significant interaction at the level of (0.05) between the (high achievers-ordinary students) student category and (male-female) gender in the performance of the (alert discrimination) while there is no interaction between the ( openness towards the new, orientation towards the present, awareness of multiple points of view) mind fullness.
There is a statistically significant interaction at the level of (0.01) between the (high achievers-ordinary students) student category and (male-female) gender in the performance of the in self-efficacy in creative thinking, while there is no interaction in the effectiveness of the book in creative performance. There is a statistically significant interaction at the level of (0.05) between the (high achievers-ordinary students) student category and (male-female) gender in the performance of the (classification and linkage) Moreover, there is a statistically significant interaction at the level of (0.05) between the (high achievers-ordinary students) student category and (male-female) performance in memorization and storage, while there is no interaction between them in synthesis, derivation and employment.
Key words: Mind fullness- effectiveness of creative self- efficiency cognitive representation- the mentally superior- ordinary.