Determining the Test–Retest Reliability of a Comprehensive Talent Identification Model Based on the SHAHAK Program and the Renzulli Scale in Male Students

Farhang  Fereidouni; Ahmad Souri; Aboutaleb  Seadatee Shamir

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

Keywords:

Talent Identification, SHAHAK Program, Renzulli Scale, Test–Retest Reliability, Temporal Reliability, Gifted Students, Psychometric Properties

Abstract

Purpose: The present study aimed to determine the test–retest reliability of a comprehensive talent identification model based on the SHAHAK program and the Renzulli Scale among male upper secondary school students.

Methods and Materials: This applied descriptive-survey study was conducted using a field research design. The statistical population consisted of all male upper secondary school students enrolled in schools located in District 5 of Tehran during the 2025–2026 academic year. Using convenience sampling and based on the Morgan table, 385 students were selected as the final sample. Data were collected using the Comprehensive Talent Identification Questionnaire based on the Renzulli Scale, which evaluates 14 domains of talent, including learning, creativity, motivation, leadership, arts, music, drama, communication, planning, mathematics, reading, technology, and science. The instrument was translated and culturally adapted through forward–backward translation procedures and subsequently reviewed by a panel of experts to establish face validity. Data were analyzed using descriptive statistics, the Kolmogorov–Smirnov test, the Kaiser–Meyer–Olkin (KMO) index, Bartlett’s Test of Sphericity, and Intraclass Correlation Coefficients (ICC) for assessing temporal reliability. Statistical analyses were performed using SPSS version 25 and SmartPLS.

Findings: Test–retest reliability analysis revealed satisfactory temporal stability across all dimensions of the questionnaire. Intraclass Correlation Coefficients ranged from 0.700 to 0.832. The highest reliability coefficients were observed for Leadership Characteristics (ICC = 0.832), Communication Expression (ICC = 0.827), and Reading Characteristics (ICC = 0.803). The overall questionnaire demonstrated acceptable temporal reliability with an ICC of 0.732.

Conclusion: The findings indicate that the Comprehensive Talent Identification Model based on the SHAHAK Program and the Renzulli Scale possesses satisfactory temporal reliability among male upper secondary school students. The acceptable stability of scores across repeated administrations supports the use of this multidimensional instrument as a reliable tool for identifying and evaluating diverse student talents in educational settings.

Downloads

Download data is not yet available.

References

Al-Momani, H., & Al-Oweidi, A. (2020). The Psychometric Characteristics of the Renzulli Scale of Behavioral Characteristics in the Detection of Gifted Students in the Age Group (12-18) in Jordan. Journal for the Education of Gifted Young Scientists, 8(1), 105-132. https://doi.org/10.17478/jegys.656673

Bakhtiari Ramezani, G., Saheb al-Zamani, M., & Niknami, M. (2020). Presenting a Model for Discovering and Supporting Talents of Lower-Secondary Students in Deprived Areas: A Study of Education Districts in Tehran Province. Education in Law Enforcement Sciences, 8(29), 241-260.

Bakhtiari Ramezani, G., Saheb al-Zamani, M., & Niknami, M. (2022). Identifying the Dimensions, Components, and Influential Factors in Discovering and Supporting Talents of Lower-Secondary Students in Deprived Areas. Sociology of Education, 8(2), 167-176.

Fadhili, I., Indonesia, Y., & Nugroho, S. (2024). Development of Website-Based Scoring Talent Identification for Athletics. International Journal of Multidisciplinary Research and Analysis, 7(3). https://doi.org/10.47191/ijmra/v7-i03-37

Hou, J., Michaud, C., Li, Z., Dong, Z., Sun, B., Zhang, J., Cao, D., Wan, X., Zeng, C., Wei, B., Tao, L., Li, X., Wang, W., Lu, Y., Xia, X., Guo, G., Zhang, Z., Cao, Y., Guan, Y., . . . Chen, L. (2014). Transformation of the Education of Health Professionals in China: Progress and Challenges. Lancet, 384(9945), 819-827. https://doi.org/10.1016/S0140-6736(14)61307-6

Kuznetsova, E., Liashenko, A., Zhozhikashvili, N., & Arsalidou, M. (2024). Giftedness Identification and Cognitive, Physiological and Psychological Characteristics of Gifted Children: A Systematic Review. Frontiers in psychology, 15, 1411981. https://doi.org/10.3389/fpsyg.2024.1411981

Mendes, D., Travassos, B., Carmo, J. M., Cardoso, F., Costa, I., & Sarmento, H. (2022). Talent Identification and Development in Male Futsal: A Systematic Review. International journal of environmental research and public health, 19(17), 10648. https://doi.org/10.3390/ijerph191710648

Mousa, M., Massoud, H. K., Ayoubi, R. M., & Murtaza, G. (2021). Why Him Not ME? Inclusive/Exclusive Talent Identification in Academic Public Context. International Journal of Public Administration, 45(10), 747-759. https://doi.org/10.1080/01900692.2021.1887217

Rahmani Barouji, P., Ezati, M., Pourkarimi, J., & Arjmandnia, A. A. (2024). Presenting a Comprehensive Conceptual Model to Identify the Talents of Students: A Meta-Synthesis Study. Journal of New Approaches in Educational Administration. https://doi.org/10.30495/jedu.2024.33427.6714

Rajabian Dehzireh, M., Moradi, R., & Taheri, H. (2025). Developing the Components and Elements and Determining the Validity of the Talent Identification and Academic Guidance Model for Students in Alborz Schools. Applied Educational Leadership, 6(1), 171-191.

Renzulli, J. (2021). Scales for Rating the Behavioral Characteristics of Superior Students: Technical and Administration Manual. Routledge. https://doi.org/10.4324/9781003237808

Renzulli, J. S., & Reis, S. M. (2021). The Schoolwide Enrichment Model: A How-to Guide for Talent Development. Routledge. https://doi.org/10.4324/9781003238904

Reyaz, N., Khan, N. J., Ahamad, G., & Naseem, M. (2022). Machine Learning in Sports Talent Identification: A Systematic Review.

Samiei, F. (2017). Career Aspirations from Dream to Reality: Development, Interpretation, and Application of Gottfredson's Theory. University of Isfahan Press.

Schlichter, C. H. (2023). Talents Unlimited: Thinking Skills Instruction for All Students. In Systems and Models for Developing Programs for the Gifted and Talented (pp. 433-455). Routledge. https://doi.org/10.4324/9781003419426-17

Shaheen, H. R. A. (2025). The Impact of Early Giftedness Identification on Long-Term Academic Success: A Cross-Sectional Study in King Abdullah II Schools for Excellence in Jordan. Frontiers in Education, 10, 1594727. https://doi.org/10.3389/feduc.2025.1594727

Simwanza, A., & Paul, A. (2023). Models for Youth Sports Talent Identification and Development: An Integrative Review of Research. Gifted and Talented International, 38(2), 164-176. https://doi.org/10.1080/15332276.2023.2245857

Vora, D., & Kainzbauer, A. (2020). Humanistic Leadership in Thailand: A Mix of Indigenous and Global Aspects Using a Cross-Cultural Perspective. Cross Cultural & Strategic Management, 27(4), 665-687. https://doi.org/10.1108/CCSM-01-2020-0008