Critical reading self-efficacy of gifted students

Year 2023, , 301 - 311, 02.10.2023

Eren Ağın , Elif Öznur Tokgöz , Özlem Ortak Kılınç

https://doi.org/10.17478/jegys.1320306

Abstract

The present study aimed to determine the critical reading self-efficacy levels of gifted students and to discuss certain variables that affect self-efficacy levels. The study was conducted with 299 (Female: 138, Male: 161) students attending four Science and Arts Centers (SACs) in Ankara during the 2022-2023 academic year. The participant were 5th and 6th grade students in the Recognition of Individual Talent (RIT) program. Participant Data Form and Critical Reading Self-Efficacy Scale were used to collect the omit data. The study was designed with the quantitative relational research method and the analyses were conducted on the SPSS software. The study findings were analyzed with descriptive statistics, independent samples t-test, and ANOVA. Analysis findings revealed that the critical reading self-efficacy levels of the gifted students were high. Ownership of a private library significantly affected the critical reading self-efficacy levels of the gifted students. In other words, the critical reading self-efficacy level of the students who had a library was higher than those who did not. Furthermore, students who read books every day had higher critical reading self-efficacy skills when compared to the students who did not read books every day. Other study findings demonstrated that gender, education level of the parents and household income did not have a significant effect on the critical reading self-efficacy level. In the study, it was also determined that gifted students mostly read science fiction and scientific books.

Keywords

gifted students,, school for gifted students, critical reading, self-efficacy

References

• Akar, C., Basaran, M., & Kara, M. (2016). İlkokul 4. sınıf öğrencilerinin eleştirel okuma becerilerinin çeşitli değişkenler açısından incelenmesi (The investigation of 4ht elementary shool students' critically reading skills in terms of several variables). Electronic Turkish Studies, 11(3), 1-14.
• Altunsoz, D. (2016). Türkçe dersi 4. sınıf öğretim programının öğrencilerin eleştirel okuma becerilerini geliştirme açısından incelenmesi (Turkish course development class 4. investigation of critical reading skills training program students). Bartın University, Bartın, Turkiye.
• Anderson, M. A., Tollefson, N. A., & Gilbert, E. C. (1985). Giftedness and reading: A cross-sectional view of differences in reading attitudes and behaviors. Gifted Child Quarterly, 29(4), 186-189.
• Aydin, E., Erol, S. & Kaya, M. (2020). Eleştirel okuma yönteminin okuduğunu anlamaya etkisi (The effect of critical reading method on reading comprehension). Çukurova Araştırmaları, 6(1), 141-150.
• Ates, S. (2013). Eleştirel okuma ve bir beceri olarak öğretimi (Critical reading and its teaching as a skill). Turkish Journal of Education, 2(3), 40-49.
• Buyukozturk, S., Kilic-Cakmak, E., Akgun, O., Karadeniz, S., & Demirel, F. (2008). Bilimsel araştırma yöntemleri (Scientific research methods). Ankara: Pegem Yayıncılık.
• Ciftci, M. (2006). Eleştirel okuma (Critical reading). Türk Dili Araştırmaları Yıllığı-Belleten, 54(2006/1), 55-80.
• Din, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35(2020), 2-11.
• Dogan, V., Gunes, G., & Demir, M. K. (2022). Türkiye’de “Eleştirel Okuma” konusunda yapılan lisansüstü tezlerin incelenmesi (An analysis of postgraduate theses on critical reading in Turkey). Ana Dili Eğitimi Dergisi, 10(1), 216-235.
• Duran, E. (2013). Türkçe dersi öğretim programlarında eleştirel okuma (Critical reading in Turkish language curriculums). The Journal of Academic Social Science Studies, 6(2), 351-365.
• Emiroğlu, H. (2014). Eleştirel okuma öğretiminin eleştirel okuma becerisine etkisi (Effect of critical reading teaching on critical reading skill). Düzce University, Düzce, Turkiye.
• Gündüz, B. (2015). Üniversite 1. sınıf öğrencilerinin kitap okuma alışkanlıkları ve eleştirel okuma becerileri üzerine bir durum çalışması (A study on university freshmen's reading habits and critical reading skills: A case study). İhsan Doğramacı Bilkent University, Ankara, Turkiye.
• Güven, M., & Aktas, B. C. (2014). Eleştirel okuma ve görsel okuma arasındaki ilişki (The relationship between critical reading and visual reading). International Journal of Curriculum and Instructional Studies, 3(6), 31-45. Halsted, J. W. (1988). Guiding gifted readers: from preschool to high school. Columbus, OH: Ohio Psychology.
• Inan, D. D. (2005). İlköğretim I. kademe öğrencilerinin okuma alışkanlıklarının incelenmesi (The research of the reading habits of the primary school students). Marmara University, Istanbul, Turkiye.
• Karabay, A. (2013). Eleştirel yazma eğitiminin Türkçe öğretmeni adaylarının yazma akademik başarılarına ve eleştirel yazma düzeylerine etkisi (The effect of critical writing training on the academic achievement and the critical writing levels of turkish language prospectıve teacher). Electronic Turkish Studies, 8(9), 1729-1743.
• Karadeniz, A., & Gursoy, U. (2014). Modern metin çözümleme yöntemlerinin eleştirel düşünme, yaratıcı düşünme ve problem çözme becerilerine etkisi (The effects of modern analysis methods in poetry students’ critical thinking, creative thinking and problem solving skills). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 99-117.
• Karasar, N. (2011). Bilimsel araştırma yöntemi (Scientific research method). Ankara: Nobel Yayıncılık.
• Kılıc, M. (2019). Özgün içerikli etkinliklerin üstün yetenekli ve zekâlı öğrencilerin eleştirel okuma becerisine etkisi (The effect of original content activities on the skills of critical reading of superior talented and intelligent). Yildiz Technical University, Istanbul, Turkiye.
• Kurnaz, H., & Nas, S. C. (2022). Ortaokul öğrencilerine yönelik eleştirel okuma öz yeterlik ölçeği: geçerlik ve güvenirlik çalışması (Critical reading self-efficacy scale for secondary school students: a validity and reliability study). Uluslararası Türkçe Edebiyat Kültür Eğitim (Teke) Dergisi, 11(2), 793-812.
• Larsen A. W. (1999). A study of the readıng ınterests of hıgh-abılıty readers ın a North Carolına elementary school. University of North Carolina, USA.
• Larsson, K. (2017). Understanding and teaching critical thinking-A new approach. International Journal of Educational Research, 84(2017), 32-42. https://doi.org/10.1016/j.ijer.2017.05.004
• Ley, T. C., & Trentham, L. L. (1987). The reading attitudes of gifted learners in grades seven and eight. Journal for the Education of the Gifted, 10(2), 87-98.
• MoNET (Ministry of National Edycation of Turkiye) (2019). Türkçe dersi öğretim programı (1-8. sınıflar) (Turkish lesson curriculum. 1-8th grades). MoNET Publishing
• Ogurlu, U. (2014). Üstün zekâlı ve yetenekli öğrencilerin okuma ilgisi, tutumu ve eleştirel okuma becerileri (Reading interests, attitudes and critical thinking skills of gifted children). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(02), 29-43.
• Orhan, O. (2007). İlköğretim vatandaşlık ve insan hakları eğitimi dersinde eleştirel okuma tekniğinin kullanımının değerlendirilmesi (The evaluation of using the critical reading technique at ‘citizenship and human rights education’ lesson in the elementary schools). Gazi University, Ankara, Turkiye.
• Özdemir, E. (2009). Eleştirel okuma (Critical reading).Türk Kütüphaneciliği, 23(3), 641-642.
• Özdemir, S. (2017). Ortaokul öğrencilerinin eleştirel okuma öz yeterlikleri (Secondary school students' critical reading self-efficacy). Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(7), 41-55.
• Ozmutlu, P., Gurler, I., Kaymak, H., & Demir, O. (2014). Ortaokul öğrencilerinin eleştirel okuma becerilerinin çeşitli değişkenlere göre incelenmesi (Secondary school student’s critical reading skills investigation according to several variables). Turkish Studies- International Periodical For The Languages, Literature and History of Turkish or Turkic Volume 9(3), 1121-1133.
• Paul, R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Foundation for Critical Thinking. Santa RosA, CA.
• Sadioğlu, O., & Bilgin, A. (2008). İlköğretim öğrencilerinin eleştirel okuma becerileri ile cinsiyet ve anne-baba eğitim durumu arasındaki ilişki (The critical reading skills of primary school students according to gender differences and educational level of their fathers and mothers). İlköğretim Online, 7(3), 814-822.
• Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). New York: Routledge.
• Swanton, S. I. (1984). Minds alive: What and why gifted students read for pleasure. School Library Journal, 30(7), 99-102.
• Şahin, G. (2019a). Bibliyoterapiye dayalı okuma programının benlik algısı ve eleştirel okuma düzeyine etkisi (The effect of bibliotherapy based reading program on self perception and critical reading skills). Istanbul University, Istanbul, Turkiye.
• Şahin, N. (2019b). Türkçe öğretmeni adaylarının eleştirel okuma öz yeterlik algıları ile okuma motivasyonları arasındaki ilişkinin incelenmesi (An analysis of the correlation between critical reading self-sufficiency perceptions and reading motivations of Turkish teacher candidates). Rumelide Dil ve Edebiyat Araştırmaları Dergisi, 16(2019), 214-233. DOI: 10.29000/rumelide.618195.
• Şahin, G., Diliduzgun, S. & Tascilar, M. L. (2020). 8-10 yaş çocukları için eleştirel okuma ölçeği geçerlik güvenirlik çalışması (Validity and reliability study of critical reading scale for children between the ages 8-10).Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 372-386.
• Ünal, E. (2006). İlköğretim öğrencilerinin eleştirel okuma becerileri ile okuduğunu anlama ve okumaya ilişkin tutumları arasındaki ilişki (The relation between primary school students critical reading skills and ability of reading understanding and their attitudes towards reading). Osmangazi University, Eskişehir, Turkiye.
• Voogt, J. & Roblin, N. P. (2010). 21.st century skills. Holland: University of Twente.
• Yayli, D. & Ulper, H. (2011). İlköğretim 5. sınıf öğrencilerinin ayrı değişkenler bağlamında okur öz algılarına ilişkin görünümleri(Views of primary school 5th grade students on reader self-perceptions in the context of separate variables). Gunay, V. D., Fidan, O., Cetin, B. & Yildiz, F. (prepared by), Türkçe Öğretimi Üzerine Çalışmalar (Studies on Teaching Turkish). (ss. 157-163). İzmir: Dokuz Eylül University Language Education Research and Application Center.