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The current research aims to investigate the relationship between successful intelligence, reflective thinking and Learning styles, The sample consists of (60) students in secondary school from (15-18) age, The researcher applied the successful intelligence by Sternberg Translated by the researcher, and the reflective thinking scale by Kember (2000) Translated by the researcher, and Learning styles scale by Whiteley translated by Abukoura (2019). The results showed that there are statistically significant correlation between successful intelligence and reflective thinking skills and Learning styles with gifted students, there are significance differences in successful intelligence in dimensions of creativity and practical in favor of male, and in dimensions of analytical in favor of female. and there are differences in the reflection thinking dimensions of reflective in favor of female, and in critical reflection in favor of male, and there are significance differences in preferring Learning styles in visual, verbal,solitary in favor of female, and in logical, and physical in favor in male.

The research aimed to investigate the relationship between identity styles, suggestibility, and components of wisdom development; it also revealed the differences in identity styles between the high and low components of the wisdom. In addition, investigate of differences in the suggestibility among the high and low components of wisdom. The sample consisted of (220) from King Faisal University students. Revised identity styles scale prepared by Berzonsky (2013), translated by the researcher, The Iowa scale of suggestibility was applied by Kotov et al., translated by Al-Shorbagy and Al-Harbi (2016), and the components of wisdom development scale prepared by Elballah (2021). The results showed that there is a negative correlation between the identity styles informative and suggestibility, and a negative correlation between the normative and avoidance identity styles and suggestibility. It also found a significant positive correlation between the identity styles (informative, normative) and the components of wisdom improvement, and a negative correlation between the avoidance identity style and the components of wisdom development. There are also statistically significant differences between high and low wisdom in styles of identity and suggestibility in favor of high wisdom.