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Year 2015, Volume 3, Issue 1, 42 - 57, 02.03.2015

Abstract

References

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  • Boekaerts, M. (1998). Do culturally rooted self-construal affect students’ conceptualization of control over learning?, Educational Psychologist, 33, 87–108
  • Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of Self-regulation. San Diego, CA: Academic Pres.
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  • Colakoglu, O., & Eksi, C., (2014). Açımlayıcı faktör analiz sürecini etkileyen unsurların değerlendirilmesi [Evaluation of factors effecting exploratory factor analysis process]. Karaelmas Eğitim Bilimleri Dergisi, 2(1), 58-64.
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  • Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report on the 40-year follow-up of the Torrance Tests of Creative Thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49, 283–291.
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  • Cross, T. L., & Coleman, L. J. (2005). School-based conception of giftedness. In R.J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 52–63). New York, NY: Cambridge University Press.
  • Curby, T. W., Rudasill, K. M., Rimm-Kaufman, S. E., & Konold, T. R. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45, 729–744.
  • Davis, G.A., & Rimm, S.B. (1998). Education of the gifted and talented. (4th Ed). USA: Allyn & Bacon. Chapter 15 (p342-362).
  • Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.
  • Feldhusen, J. F., & Kolloff, P. B. (1986). The Purdue three-stage enrichment model for gifted education at the elementary level. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive development inquiry. American Psychologist, 34, 906–911.
  • Gagne, F. (2004). Transforming gifts to talent: The DGMT as a developmental model. High Ability Studies, 15, 199-147.
  • Gagne, F. (2005). From noncompetence to exceptional talent: Exploring the range of academic achievement within and between grade levels. Gifted Child Quarterly, 49, 139–153.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic books.
  • Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic books.
  • Harris, T., & Hodges, R. (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
  • Heller, K. A. (1999). Individual (learning and motivational) needs versus instructional conditions of gifted education. High Ability Studies, 10(1), 9–21.
  • Hoe, S.L., (2008). Issues and procedures in adopting structural equation modeling Technique. Journal of Application Quantity Method, 3(1), 76-83.
  • Horowitz, F. D., Subotnik, R. F., & Matthews, D. J. (Eds.). (2009). The development of giftedness and talent across the life span. Washington, DC: American Psychological Association.
  • Housand, A., & Reis, S. M. (2008). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20, 108–136.
  • Howard, R. W. (2008). Linking extreme precocity and adult eminence: A study of eight prodigies at international chess. High Ability Studies, 19, 117–130.
  • Karnes, M. B., & Johnson, L. J. (1991). Gifted handicapped. In Colangelo, N., & Davis, G. (Eds). Handbook of gifted education. Massachusetts: Allyn & Bacon.
  • Klien, P. (1994). An easy guide to factor analysis, London: Routledge.
  • Kline, R. B. (1998). Principal and Practice of Structural Equation Modeling. New York: The Guilford Press.
  • Kover, D. J., & Worrell, F. C. (2010). The influence of instrumentality beliefs on achievement motivation: A study of high achieving adolescents. Journal of Advanced Academics, 21, 470–498.
  • Maker, C.J., & Nielson, A.B. (1995) Teaching models in education of the gifted (2nd Ed.). Texas: Pro-Ed.
  • Mayer, R. E. (2005). The scientific study of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd Ed., pp. 437–447). New York, NY: Cambridge University Press.
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A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning

Year 2015, Volume 3, Issue 1, 42 - 57, 02.03.2015

Abstract

The studies related to what skills are firstly needed to be gained in the gifted students’ education are increasing gradually. The gifted individuals’ being independent learners are desirable situation. Self-regulation skills are a set of abilities that help a person to control and monitor their own behavior, thoughts and changing flexibly them in accordance with the demands of the situation. When viewed from this aspect, it can be said that self-regulation skills should be gained in the educations of the gifted students. In this study, a Self-regulation Skills for Science Learning Scale (SSSLS) has been developed by researcher. Thanks to this scale, the self-regulation skills of the gifted students and non-gifted in learning science have been compared. The sample of the research has been determined in accordance with purposeful sampling method. Non-gifted students are the students who study in two schools determined according to typical sampling method in a province the socio-economic level of which in Turkey is medium-scale. The gifted students are those who enrolled in Science and Art Centre that gives education to the gifted students in the same province. 264 students have been determined at the level of 4th to 8th grade in the sample of the research. As the result of research findings, it has been determined that gifted students’ self-regulation skills for science learning are higher than the non-gifted students. It has seen that there are significant differences between the self-regulation skills points of both groups in science learning (p<0.001).However, a significant difference hasn’t been seen at the metacognitive skills dimension that is one of the sub-dimensions of the scale (p>0.05).The metacognitive skills contain very important skills (e.g. goal setting, monitoring, self-assessment, regulation) on the nurturing of talent. The students’ not having differentiation in the scores of metacognitive skills can be indicator that available gifted education programs doesn’t have the quality to develop these skills.

References

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  • Afflerbach, P., Pearson, P.D., & Paris, S.G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373
  • Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview.
  • Arbuckle, J. L. (2012). IBM SPSS Amos 19 User’s Guide. http://www.amosdevelopment.com/download/amos.pdf
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (eds.) Encyclopedia of human behavior (pp. 71–81), New York: Academic Press.
  • Barrett, P., (2007). Structural equation modelling: adjudging model fit. Personal and Individual Differences, 42, 815-824
  • Bas, T. (2007). The comparison of self regulation skills across grade levels in web-based education. Master Thesis, Hacettepe University, Ankara, Turkey.
  • Betts, G. T. (1986). The autonomous learner model: For the gifted and talented. Greeley, CO: ALPS Publishing.
  • Betts, G. T., & Kercher, J. K. (1999).The autonomous learner model: optimizing ability. Greeley, CO: ALPS Publishing.
  • Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning and organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
  • Boekaerts, M. (1998). Do culturally rooted self-construal affect students’ conceptualization of control over learning?, Educational Psychologist, 33, 87–108
  • Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of Self-regulation. San Diego, CA: Academic Pres.
  • Buyukozturk, S. (2007). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences], Ankara: PegemA Yayıncılık.
  • Buyukozturk, S., Cakmak, E.,K., Akgun, O.,E., Karadeniz, S., & Demirel, F. (2011). Bilimsel araştırma yöntemleri (8th Ed) [Scientific research methods], Ankara: PegemA yayıncılık.
  • Byrne, B. M. (2011) Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming. Second Edi., Mahwah, NJ: LEA, London, 2011.
  • Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1–16.
  • Clark, B. (1992). Growing up gifted: Developing the potential of children at home and at school. (4th Ed.), New York: Merrill.
  • Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing self-regulation as a cyclical, context-specific phenomenon: Overview and analysis of SRL microanalytic protocols. Education Research International, 2012, 1-19.
  • Colakoglu, O., & Eksi, C., (2014). Açımlayıcı faktör analiz sürecini etkileyen unsurların değerlendirilmesi [Evaluation of factors effecting exploratory factor analysis process]. Karaelmas Eğitim Bilimleri Dergisi, 2(1), 58-64.
  • Coleman, L. J., & Cross, T. L. (2000). Social and emotional development and the personal experience of giftedness. In K. A. Heller, F. J. Mönks, R. Subotnik, & R. Sternberg (Eds.), International handbook of giftedness and talent (2nd ed., pp. 203–212). New York: Elsevier.
  • Covington, M. V., & Dray, E. (2002). The developmental course of achievement motivation: A need-based approach. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 33–56). San Francisco, CA: Elsevier Science.
  • Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report on the 40-year follow-up of the Torrance Tests of Creative Thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49, 283–291.
  • Cross, T. L. (2011). On the social and emotional lives of gifted children (4th Ed.). Waco, TX: Prufrock Press.
  • Cross, T. L., & Coleman, L. J. (2005). School-based conception of giftedness. In R.J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 52–63). New York, NY: Cambridge University Press.
  • Curby, T. W., Rudasill, K. M., Rimm-Kaufman, S. E., & Konold, T. R. (2008). The role of social competence in predicting gifted enrollment. Psychology in the Schools, 45, 729–744.
  • Davis, G.A., & Rimm, S.B. (1998). Education of the gifted and talented. (4th Ed). USA: Allyn & Bacon. Chapter 15 (p342-362).
  • Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.
  • Feldhusen, J. F., & Kolloff, P. B. (1986). The Purdue three-stage enrichment model for gifted education at the elementary level. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive development inquiry. American Psychologist, 34, 906–911.
  • Gagne, F. (2004). Transforming gifts to talent: The DGMT as a developmental model. High Ability Studies, 15, 199-147.
  • Gagne, F. (2005). From noncompetence to exceptional talent: Exploring the range of academic achievement within and between grade levels. Gifted Child Quarterly, 49, 139–153.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic books.
  • Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic books.
  • Harris, T., & Hodges, R. (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
  • Heller, K. A. (1999). Individual (learning and motivational) needs versus instructional conditions of gifted education. High Ability Studies, 10(1), 9–21.
  • Hoe, S.L., (2008). Issues and procedures in adopting structural equation modeling Technique. Journal of Application Quantity Method, 3(1), 76-83.
  • Horowitz, F. D., Subotnik, R. F., & Matthews, D. J. (Eds.). (2009). The development of giftedness and talent across the life span. Washington, DC: American Psychological Association.
  • Housand, A., & Reis, S. M. (2008). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal of Advanced Academics, 20, 108–136.
  • Howard, R. W. (2008). Linking extreme precocity and adult eminence: A study of eight prodigies at international chess. High Ability Studies, 19, 117–130.
  • Karnes, M. B., & Johnson, L. J. (1991). Gifted handicapped. In Colangelo, N., & Davis, G. (Eds). Handbook of gifted education. Massachusetts: Allyn & Bacon.
  • Klien, P. (1994). An easy guide to factor analysis, London: Routledge.
  • Kline, R. B. (1998). Principal and Practice of Structural Equation Modeling. New York: The Guilford Press.
  • Kover, D. J., & Worrell, F. C. (2010). The influence of instrumentality beliefs on achievement motivation: A study of high achieving adolescents. Journal of Advanced Academics, 21, 470–498.
  • Maker, C.J., & Nielson, A.B. (1995) Teaching models in education of the gifted (2nd Ed.). Texas: Pro-Ed.
  • Mayer, R. E. (2005). The scientific study of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd Ed., pp. 437–447). New York, NY: Cambridge University Press.
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Details

Primary Language English
Journal Section Gifted Education
Authors

Hasan Said TORTOP (Primary Author)
BÜLENT ECEVİT ÜNİVERSİTESİ
Türkiye

Publication Date March 2, 2015
Published in Issue Year 2015, Volume 3, Issue 1

Cite

Bibtex @research article { jegys433820, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2015}, volume = {3}, pages = {42 - 57}, doi = {}, title = {A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning}, key = {cite}, author = {Tortop, Hasan Said} }
APA Tortop, H. S. (2015). A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning . Journal for the Education of Gifted Young Scientists , 3 (1) , 42-57 . Retrieved from https://dergipark.org.tr/en/pub/jegys/issue/37559/433820
MLA Tortop, H. S. "A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning" . Journal for the Education of Gifted Young Scientists 3 (2015 ): 42-57 <https://dergipark.org.tr/en/pub/jegys/issue/37559/433820>
Chicago Tortop, H. S. "A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning". Journal for the Education of Gifted Young Scientists 3 (2015 ): 42-57
RIS TY - JOUR T1 - A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning AU - Hasan Said Tortop Y1 - 2015 PY - 2015 N1 - DO - T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 42 EP - 57 VL - 3 IS - 1 SN - -2149-360X M3 - UR - Y2 - 2018 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning %A Hasan Said Tortop %T A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning %D 2015 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 3 %N 1 %R %U
ISNAD Tortop, Hasan Said . "A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning". Journal for the Education of Gifted Young Scientists 3 / 1 (March 2015): 42-57 .
AMA Tortop H. S. A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning. JEGYS. 2015; 3(1): 42-57.
Vancouver Tortop H. S. A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning. Journal for the Education of Gifted Young Scientists. 2015; 3(1): 42-57.
IEEE H. S. Tortop , "A Comparison of Gifted and Non-gifted Students’ Self-regulation Skills for Science Learning", Journal for the Education of Gifted Young Scientists, vol. 3, no. 1, pp. 42-57, Mar. 2015

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