Determining the Internal Reliability of a Comprehensive Talent Identification Model Based on the SHAHAK Plan and the Renzulli Scale in Male Students

Farhang  Fereidouni; Ahmad Souri; Aboutaleb  Seadatee Shamir

doi:10.61838/3rn0x847

Authors

Farhang Fereidouni PhD Student, Department of Psychology, Kish International Branch, Islamic Azad University, Kish, Iran Author https://orcid.org/0009-0008-6583-5240
Ahmad Souri Department of Psychology, Ka.C., Islamic Azad University, Karaj, Iran https://orcid.org/0000-0002-8542-2186
Aboutaleb Seadatee Shamir Department of Educational Psychology, SR.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0003-0403-9503

DOI:

https://doi.org/10.61838/3rn0x847

Keywords:

Talent Identification, SHAHAK Plan, Renzulli Scale, Gifted Students, Psychometric Properties, Secondary School Students

Abstract

Purpose: The present study aimed to determine the internal reliability of the Comprehensive Talent Identification Model based on the SHAHAK Plan and the Renzulli Scale among male secondary school students in Tehran.

Methods and Materials: This applied descriptive-survey study was conducted using a field research design during the 2025–2026 academic year. The statistical population consisted of all male students enrolled in upper secondary schools in District 5 of Tehran. Using convenience sampling and based on Morgan’s sample size recommendations, 385 students were selected for the final analysis. Data were collected using the Comprehensive Talent Identification Questionnaire derived from the Renzulli Scales for Rating the Behavioral Characteristics of Superior Students. The instrument consisted of 126 items distributed across fourteen dimensions, including learning, creativity, motivation, leadership, art, music, drama, communication accuracy, communication expression, planning, mathematics, reading, technology, and science. Following translation and cultural adaptation procedures, the questionnaire was administered through teacher ratings. Data were analyzed using SPSS version 25. Descriptive statistics were calculated, and inferential analyses included the Kolmogorov–Smirnov test, Kaiser–Meyer–Olkin (KMO) measure, Bartlett’s Test of Sphericity, and Cronbach’s alpha coefficient to evaluate internal reliability.

Findings: Cronbach’s alpha coefficients for the fourteen dimensions ranged from 0.822 to 0.965, all exceeding the acceptable threshold of 0.70. The highest reliability coefficient was obtained for Motivational Characteristics (α = 0.965), whereas the lowest was observed for Communication Expression (α = 0.822). The overall questionnaire achieved an exceptionally high Cronbach’s alpha coefficient of 0.989, indicating outstanding internal consistency.

Conclusion: The consistently high reliability coefficients across all dimensions demonstrate that the instrument is a dependable and psychometrically sound tool for identifying diverse domains of student talent and can be effectively utilized in educational assessment, talent development, and academic guidance programs.

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