Previous studies on poverty within the gifted population have shown that economically vulnerable gifted students are underrepresented in gifted programs. Moreover, the majority of published studies on this topic were conducted in Western cultures. We explored the psychological, cognitive, academic, social, and environmental supports for economically vulnerable students in the Arab culture. The sample consisted of 142 male and female students who were randomly selected from 10 middle schools in rural areas in Egypt. To assess the supports of gifted students, researchers developed a self-report questionnaire. Grade point average was used as an indicator of academic achievement. Results from cluster analysis showed that there were three profiles for low-income gifted students. Multiple regression analysis indicated that environmental, social, and psychological supports explained 44% of the variance in academic achievement. Environmental supports played the most effective role in predicting students’ academic achievement, followed by social and psychological supports.

先前关于天才人口贫困的研究表明，经济上弱势的天才学生在天才课程中的代表性不足。此外，大多数已发表的关于该主题的研究都是在西方文化中进行的。我们探讨了阿拉伯文化中经济弱势学生的心理、认知、学术、社会和环境支持。样本包括从埃及农村地区的 10 所中学随机抽取的 142 名男女学生。为了评估天才学生的支持，研究人员开发了一份自我报告问卷。平均绩点被用作学业成绩的指标。聚类分析的结果显示，低收入资优学生有三种情况。多元回归分析表明，环境、社会、心理支持解释了 44% 的学业成绩差异。环境支持在预测学生学业成绩方面发挥了最有效的作用，其次是社会和心理支持。