Thinking Forces as Mediating Variables between the Love of Learning and Academic Flourishing among Gifted and Non-Gifted Pupils in the Primary Stage

The research aimed at investigating differences in each of thinking forces, love of learning, and academic flourishing according to pupil sex, his nature (gifted / non-gifted) and the interaction between them, introducing a model that explains the role of Thinking Forces as mediating variables between love of learning and academic flourishing. Also discovering the difference in the path analysis model for primary school pupils according to the pupil nature. Research relied on descriptive method, Research sample consisted of (423) primary school pupils with an average age (11.06±1.75) years, (153) from them were male and (270) were female pupils, (71) were gifted and (352) non-gifted. The researcher used Thinking Forces scale and love of learning scale prepared by researcher, and academic flourishing scale prepared by (Diener et al., 2010) translated and modified by researcher. The Results indicated that there is no statistically significant differences in thinking forces and the love of learning according to pupil sex, his nature, and the interaction between them, and there is no statistically significant differences in academic flourishing according to pupil sex, while there is statistically significant differences in academic flourishing according to pupil nature in favor of gifted pupil, also it was possible to reach a path analysis model that explains the role of Thinking Forces as a mediating variables between the love of learning and academic Flourishing, and the path analysis model did not differ according to the pupil nature. In the light of the results reached, the researcher recommended that cultivating the love of learning and promoting academic flourishing should be an integral part of the content of the vision and mission of all educational institutions, and finally the direct and indirect effects between the Thinking Forces, love of learning and academic flourishing must be taken into account by the education authorities when preparing textbooks, designing educational programs and activities.