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ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI

Year 2013, Volume: 10 Issue: 1, 143 - 154, 07.08.2013

Melodi Özyaprak , Yasemin Deringöl

Abstract

Çocukluk döneminde depresyonun görülme sıklığını etkileyen özellikler içinde
zekâ önemli bir yer tutmaktadır. Bu bağlamda bu araştırmanın amacı üstün zekâlı
ve yetenekli çocuklar ile normal zekâlı akranlarını depresyon düzeyleri açısından
karşılaştırmaktır. Araştırmaya alınan çocukların zekâ düzeyleri RAVEN Standart
Progresif Matrisler Testi, depresyon düzeyleri ise Çocuklar için Depresyon Ölçeği
kullanılarak değerlendirilmiştir. Araştırmanın örneklemini 59 üstün, 117 normal
zekâlı olmak üzere Beyazıd Ford Otosan İlköğretim Okulu’ndaki 176 öğrenci (82
kız, 94 erkek ) oluşturmaktadır. Çocuklar İçin Depresyon Ölçeği’nden alınan toplam
puanın zekâ değişkenine göre farklılaşıp farklılaşmadığını incelemek için Bağımsız
Grup t-testi Yapılan istatistikler sonucunda, örneklemdeki normal zekâlı öğrencilerin
depresyon puanlarının (M=11,49, S.D.=7,55) üstün zekâlı ve yetenekli akranlarının
depresyon puanlarından anlamlı düzeyde (t=-2,07; p < .005) yüksek olduğu bulunmuştur
(M= 9,10, S.D=6,51).

Keywords

Zekâ Üstün Zekâlı ve Yetenekli Çocuklar Depresyon İlköğretim Düzeyi

References

  • Aysev, A., Ulukol, B. ve Ceyhun, G (2000). Çalışan ve Okuyan Çocukların “Çocuklar İçin Depresyon Ölçeği” ile Değerlendirilmesi, Ankara Üniversitesi Tıp Fakültesi Mecmuası, 53(1), 27-30.
  • Freeman, J. (1983). Emotional Problems of the Gifted Child. Junior Child Pshology, 24/3, 481-4
  • Freeman, J. (1991). Gifted Children Growing Up, London: Cassell.
  • Gibb, B. E. (2002).Childhood maltreatmen and negative cognitive styles: A quantative and qualitative review. Clinical Psychology Review, 22, 223-246.
  • Gross, M. U. M. (1993). Exceptionally Gifted Children. London: Routledge.
  • Gross, M. U. M. (2002, Mayıs). “Play Partner” or “Sure Shelter”: What Gifted Children Look for in Friendship. The SENG Newsletter, 2 (2). Retrieved January 6, 2007, from http://www.sengifted.org/
  • Jackson, P. S. (1998). Bright Star - Black Sky : A Phenomelogical Study of Depression as a Window in to the Gifted Adolescent [Elektronik versiyon]. Rooper Review, 20 (3), 215-2
  • Jackson, P. S ve Peterson, J. (2003). Depressive disorder in highly gifted adolescents, Journal of Advanced Academics, 14,175-186.
  • Jin, S. ve Moon, S. M. (2006). A Study of Well-Being and School Satisfaction Among Academically Talented Students Attending A Science High School in Korea. The Gifted Child Quarterly, 50 (2), 169-184.
  • Kovacs, M. (1981). Rating scale to assess depression in school aged children. Acta Paedopsychiat, 46, 305- 315.
  • Lovecky, D. V. (1992). Exploring Social and Emotional Aspects of Giftedness in Children [Elektronik versiyon]. Rooper Review, 15 (1), 18-25.
  • Lovecky, D. V. (1997). Identity Development in Gifted Children [Elektronik versiyon]. Rooper Review, 20 (2), 90-94.
  • Luthar, S. S., Zigler, E. ve Goldstein, D. (1992). Psychosocial Adjustment Among Intellectually Gifted Adolescents: The Role of Cognitive-Developmental and Experiential Factors. Junior Child Pshology, 33(2), 361-373.
  • Neihart, M. (1999). The impact of giftedness on psychological well-being, Rooper Review, 22,10-17.
  • Neihart, M. (2002). Gifted Children and Depression. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds)., The social and emotional development of gifted children: What do we know? (s. 93-102). Waco, TX: Prufrock Press.
  • Öner, N. (1997). Türkiye’de Kullanılan Psikolojik Testler: Bir Başvuru Kaynağı (3. baskı). İstanbul: Boğaziçi Üniversitesi Matbaası.
  • Öy, B. (1991). Çocuklar için depresyon ölçeği: Geçerlilik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 2,132-136.
  • Peterson, J. (1997). Bright, tough, and resilient-and not in a gifted program, Journal of Secondary Gifted Education of the Gifted, 21,82-100.
  • Peterson, J., S. ve Ray, K. E. (2006). Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects. The Gifted Child Quarterly, 50 (2), 148-167.
  • Purcell, J. H. ve Eckert, R. D. (2006). Designing Services and Programs for High Ability Learners: A Guidebook for Gifted Education. California, Corwin Press.
  • Raven, J. ve Summers, B. (1990). Manual for Raven’s Progressive Matrices and Vocabulary Scales: Research Supplement, No 3 (2. Ed). Oxford: Oxford Psychological Press. Rogers, K. B. (2002). Re-Forming Gifted Education: How Parents and Teachers can Match the Program to the Child. Scottsdale, Great Potential Press.
  • Ryan, J. J., (1999). Behind the Mask: Exploring the Need for the Specialized Counseling for the Gifted Females. Gifted Child Today Magazine, 22(5), 14-17.
  • Silverman, L. K. (1992). Counseling the gifted individual. Counseling and Human Development, 25(4), 1-14.
  • Silverman, L. K. (1993). Counseling Gifted & Talented. USA: Colorado, Love publishing Company.
  • Schuler, P. A. (2002). Teasing and Gifted Children. The SENG Newsletter, 2 (1). Retrieved January 6, 2007, from http://www.sengifted.org/
  • Yıldırım, A ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. Baskı). Ankara: Seçkin Yayınları.
  • Webb, J. T., Meckstroth, E. A. ve Tolan, S. S. (1994). Guiding the Gifted Child. Arizona: Gifted Psychology Press.

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Year 2013, Volume: 10 Issue: 1, 143 - 154, 07.08.2013

Melodi Özyaprak , Yasemin Deringöl

Abstract

The purpose of this study was to investigate if there was a difference between depression level of gifted and that of average students. The sample included 59 gifted and 117 average students (82 girls, 94 boys). In the sample, there were 53 students from 3rd grade, 68 students from 4th grade and 55 students from 5th grade.The students were administered the Children’s Depression Inventory to determine their depression level, and the Raven’s Standart Progressive Matrices to determine their general intellectual level. T-test was used to test differences between depression levels of the gifted and non-gifted groups. Findings showed that the mean of depression level of the average students (M=11,49, S.D.=7,55) were significantly higher (t=-2,07; p<.005) than the mean of depression level of the gifted students (M= 9,10, S.D=6,51).

Keywords

Intelligence giftedness gifted children depression primary school

References

  • Aysev, A., Ulukol, B. ve Ceyhun, G (2000). Çalışan ve Okuyan Çocukların “Çocuklar İçin Depresyon Ölçeği” ile Değerlendirilmesi, Ankara Üniversitesi Tıp Fakültesi Mecmuası, 53(1), 27-30.
  • Freeman, J. (1983). Emotional Problems of the Gifted Child. Junior Child Pshology, 24/3, 481-4
  • Freeman, J. (1991). Gifted Children Growing Up, London: Cassell.
  • Gibb, B. E. (2002).Childhood maltreatmen and negative cognitive styles: A quantative and qualitative review. Clinical Psychology Review, 22, 223-246.
  • Gross, M. U. M. (1993). Exceptionally Gifted Children. London: Routledge.
  • Gross, M. U. M. (2002, Mayıs). “Play Partner” or “Sure Shelter”: What Gifted Children Look for in Friendship. The SENG Newsletter, 2 (2). Retrieved January 6, 2007, from http://www.sengifted.org/
  • Jackson, P. S. (1998). Bright Star - Black Sky : A Phenomelogical Study of Depression as a Window in to the Gifted Adolescent [Elektronik versiyon]. Rooper Review, 20 (3), 215-2
  • Jackson, P. S ve Peterson, J. (2003). Depressive disorder in highly gifted adolescents, Journal of Advanced Academics, 14,175-186.
  • Jin, S. ve Moon, S. M. (2006). A Study of Well-Being and School Satisfaction Among Academically Talented Students Attending A Science High School in Korea. The Gifted Child Quarterly, 50 (2), 169-184.
  • Kovacs, M. (1981). Rating scale to assess depression in school aged children. Acta Paedopsychiat, 46, 305- 315.
  • Lovecky, D. V. (1992). Exploring Social and Emotional Aspects of Giftedness in Children [Elektronik versiyon]. Rooper Review, 15 (1), 18-25.
  • Lovecky, D. V. (1997). Identity Development in Gifted Children [Elektronik versiyon]. Rooper Review, 20 (2), 90-94.
  • Luthar, S. S., Zigler, E. ve Goldstein, D. (1992). Psychosocial Adjustment Among Intellectually Gifted Adolescents: The Role of Cognitive-Developmental and Experiential Factors. Junior Child Pshology, 33(2), 361-373.
  • Neihart, M. (1999). The impact of giftedness on psychological well-being, Rooper Review, 22,10-17.
  • Neihart, M. (2002). Gifted Children and Depression. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds)., The social and emotional development of gifted children: What do we know? (s. 93-102). Waco, TX: Prufrock Press.
  • Öner, N. (1997). Türkiye’de Kullanılan Psikolojik Testler: Bir Başvuru Kaynağı (3. baskı). İstanbul: Boğaziçi Üniversitesi Matbaası.
  • Öy, B. (1991). Çocuklar için depresyon ölçeği: Geçerlilik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 2,132-136.
  • Peterson, J. (1997). Bright, tough, and resilient-and not in a gifted program, Journal of Secondary Gifted Education of the Gifted, 21,82-100.
  • Peterson, J., S. ve Ray, K. E. (2006). Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects. The Gifted Child Quarterly, 50 (2), 148-167.
  • Purcell, J. H. ve Eckert, R. D. (2006). Designing Services and Programs for High Ability Learners: A Guidebook for Gifted Education. California, Corwin Press.
  • Raven, J. ve Summers, B. (1990). Manual for Raven’s Progressive Matrices and Vocabulary Scales: Research Supplement, No 3 (2. Ed). Oxford: Oxford Psychological Press. Rogers, K. B. (2002). Re-Forming Gifted Education: How Parents and Teachers can Match the Program to the Child. Scottsdale, Great Potential Press.
  • Ryan, J. J., (1999). Behind the Mask: Exploring the Need for the Specialized Counseling for the Gifted Females. Gifted Child Today Magazine, 22(5), 14-17.
  • Silverman, L. K. (1992). Counseling the gifted individual. Counseling and Human Development, 25(4), 1-14.
  • Silverman, L. K. (1993). Counseling Gifted & Talented. USA: Colorado, Love publishing Company.
  • Schuler, P. A. (2002). Teasing and Gifted Children. The SENG Newsletter, 2 (1). Retrieved January 6, 2007, from http://www.sengifted.org/
  • Yıldırım, A ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. Baskı). Ankara: Seçkin Yayınları.
  • Webb, J. T., Meckstroth, E. A. ve Tolan, S. S. (1994). Guiding the Gifted Child. Arizona: Gifted Psychology Press.

Year 2013, Volume: 10 Issue: 1, 143 - 154, 07.08.2013

Melodi Özyaprak , Yasemin Deringöl

Abstract

References

  • Aysev, A., Ulukol, B. ve Ceyhun, G (2000). Çalışan ve Okuyan Çocukların “Çocuklar İçin Depresyon Ölçeği” ile Değerlendirilmesi, Ankara Üniversitesi Tıp Fakültesi Mecmuası, 53(1), 27-30.
  • Freeman, J. (1983). Emotional Problems of the Gifted Child. Junior Child Pshology, 24/3, 481-4
  • Freeman, J. (1991). Gifted Children Growing Up, London: Cassell.
  • Gibb, B. E. (2002).Childhood maltreatmen and negative cognitive styles: A quantative and qualitative review. Clinical Psychology Review, 22, 223-246.
  • Gross, M. U. M. (1993). Exceptionally Gifted Children. London: Routledge.
  • Gross, M. U. M. (2002, Mayıs). “Play Partner” or “Sure Shelter”: What Gifted Children Look for in Friendship. The SENG Newsletter, 2 (2). Retrieved January 6, 2007, from http://www.sengifted.org/
  • Jackson, P. S. (1998). Bright Star - Black Sky : A Phenomelogical Study of Depression as a Window in to the Gifted Adolescent [Elektronik versiyon]. Rooper Review, 20 (3), 215-2
  • Jackson, P. S ve Peterson, J. (2003). Depressive disorder in highly gifted adolescents, Journal of Advanced Academics, 14,175-186.
  • Jin, S. ve Moon, S. M. (2006). A Study of Well-Being and School Satisfaction Among Academically Talented Students Attending A Science High School in Korea. The Gifted Child Quarterly, 50 (2), 169-184.
  • Kovacs, M. (1981). Rating scale to assess depression in school aged children. Acta Paedopsychiat, 46, 305- 315.
  • Lovecky, D. V. (1992). Exploring Social and Emotional Aspects of Giftedness in Children [Elektronik versiyon]. Rooper Review, 15 (1), 18-25.
  • Lovecky, D. V. (1997). Identity Development in Gifted Children [Elektronik versiyon]. Rooper Review, 20 (2), 90-94.
  • Luthar, S. S., Zigler, E. ve Goldstein, D. (1992). Psychosocial Adjustment Among Intellectually Gifted Adolescents: The Role of Cognitive-Developmental and Experiential Factors. Junior Child Pshology, 33(2), 361-373.
  • Neihart, M. (1999). The impact of giftedness on psychological well-being, Rooper Review, 22,10-17.
  • Neihart, M. (2002). Gifted Children and Depression. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds)., The social and emotional development of gifted children: What do we know? (s. 93-102). Waco, TX: Prufrock Press.
  • Öner, N. (1997). Türkiye’de Kullanılan Psikolojik Testler: Bir Başvuru Kaynağı (3. baskı). İstanbul: Boğaziçi Üniversitesi Matbaası.
  • Öy, B. (1991). Çocuklar için depresyon ölçeği: Geçerlilik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 2,132-136.
  • Peterson, J. (1997). Bright, tough, and resilient-and not in a gifted program, Journal of Secondary Gifted Education of the Gifted, 21,82-100.
  • Peterson, J., S. ve Ray, K. E. (2006). Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects. The Gifted Child Quarterly, 50 (2), 148-167.
  • Purcell, J. H. ve Eckert, R. D. (2006). Designing Services and Programs for High Ability Learners: A Guidebook for Gifted Education. California, Corwin Press.
  • Raven, J. ve Summers, B. (1990). Manual for Raven’s Progressive Matrices and Vocabulary Scales: Research Supplement, No 3 (2. Ed). Oxford: Oxford Psychological Press. Rogers, K. B. (2002). Re-Forming Gifted Education: How Parents and Teachers can Match the Program to the Child. Scottsdale, Great Potential Press.
  • Ryan, J. J., (1999). Behind the Mask: Exploring the Need for the Specialized Counseling for the Gifted Females. Gifted Child Today Magazine, 22(5), 14-17.
  • Silverman, L. K. (1992). Counseling the gifted individual. Counseling and Human Development, 25(4), 1-14.
  • Silverman, L. K. (1993). Counseling Gifted & Talented. USA: Colorado, Love publishing Company.
  • Schuler, P. A. (2002). Teasing and Gifted Children. The SENG Newsletter, 2 (1). Retrieved January 6, 2007, from http://www.sengifted.org/
  • Yıldırım, A ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. Baskı). Ankara: Seçkin Yayınları.
  • Webb, J. T., Meckstroth, E. A. ve Tolan, S. S. (1994). Guiding the Gifted Child. Arizona: Gifted Psychology Press.
There are 27 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Melodi Özyaprak

Yasemin Deringöl

Publication Date August 7, 2013
Published in Issue Year 2013 Volume: 10 Issue: 1

Cite

APA Özyaprak, M., & Deringöl, Y. (2013). ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI. HAYEF Journal of Education, 10(1), 143-154.
AMA Özyaprak M, Deringöl Y. ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI. HAYEF Journal of Education. August 2013;10(1):143-154.
Chicago Özyaprak, Melodi, and Yasemin Deringöl. “ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI”. HAYEF Journal of Education 10, no. 1 (August 2013): 143-54.
EndNote Özyaprak M, Deringöl Y (August 1, 2013) ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI. HAYEF Journal of Education 10 1 143–154.
IEEE M. Özyaprak and Y. Deringöl, “ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI”, HAYEF Journal of Education, vol. 10, no. 1, pp. 143–154, 2013.
ISNAD Özyaprak, Melodi - Deringöl, Yasemin. “ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI”. HAYEF Journal of Education 10/1 (August 2013), 143-154.
JAMA Özyaprak M, Deringöl Y. ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI. HAYEF Journal of Education. 2013;10:143–154.
MLA Özyaprak, Melodi and Yasemin Deringöl. “ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI”. HAYEF Journal of Education, vol. 10, no. 1, 2013, pp. 143-54.
Vancouver Özyaprak M, Deringöl Y. ÜSTÜN ZEKÂLI OLAN VE OLMAYAN ÇOCUKLARIN DEPRESYON PUANLARININ KARŞILAŞTIRILMASI. HAYEF Journal of Education. 2013;10(1):143-54.
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