Research Article
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Gifted students' value perceptions: differentiation to socio-demographic variables

Year 2022, Volume 10, Issue 3, 503 - 521, 30.09.2022
https://doi.org/10.17478/jegys.1153098

Abstract

In Turkiye, Science and Art Centers (SACs) operate affiliated to the Ministry of National Education (MoNE) in order to develop individual talents and raise awareness of gifted students in preschool, primary school, secondary school and high school without disrupting their regular schooling. It is of great importance for not only the individual happiness of gifted children but also for the entire society to identify them at an early age and educate them as required by their personal abilities. The aim of this study is to examine the value perceptions of gifted students studying at SACs against selected variables. It is a survey research designs. The study sample consists of 712 students attending SACs at 14 different provinces determined with the maximum diversity sampling method. The data were collected by using the “Perceptions for Values Scale” developed by Beldağ (2012) comprised of seven sub-dimensions. Data analysis was performed by applying t-test and One-Way Analysis of Variance. As a result, the variables of gender, mother's education level, grade level, TV program(s) watched, and interests (hobbies) were found to affect value acquisition of gifted students. In light of the study results, it is recommended to include more values education practices in the contents taught at SACs.

References

  • Avcu, Y. E., & Yaman, Y. (2022). Effectiveness of the differentiated instructional design for value education of gifted: A mixed study. Journal of Gifted Education and Creativity, 9(1), 1-23.
  • Ayverdi, L. (2021). Investigation of environmental values of gifted and talented students in terms of different variables. Anatolian Journal of Teacher , 5 (2) , 341-361 . Doi: 10.35346/aod.970941
  • Bayram, N. (2010). Yapısal eşitlik modellemesine giriş amos uygulamaları. İstanbul: Ezgi Kitabevi.
  • Beldağ, A. (2012). The examination of acquirement level of values in social studies lesson elementary 7th grade in terms of different variables: Sample for the province Erzurum. Atatürk University Graduate School of Educational Sciences, Erzurum.
  • Berkowitz, M. W. & Hoppe, M. A. (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142.
  • Callahan, C. M., Moon, T. R., & Oh, S. (2017). Describing the status of programs for the gifted: A call for action. Journal for the Education of the Gifted, 40(1), 20-49. Doi: https://doi.org/10.1177/0162353216686215
  • Camcı, S. (2012). Üstün zekalı ve yeteneklilerde cinsiyet farklılığı. HAYEF Journal of Education , 8 (2) , 105-117 .
  • Cash, T. N: & Lin, T. J. (2022). Psychological Well-Being of Intellectually and Academically Gifted Students in SelfContained and Pull-Out Gifted Programs. Gifted Child Quarterly, 66(3), 188–207. Doi: https://doi.org/10.1177/00169862211032987
  • Chowkase A. A., & Watve, S. (2021). From I to we: The three C’s conception of gifted education. In Sternberg, R. J., Ambrose, D., Karami, S. (Eds.), Transformational giftedness. Palgrave- Macmillan. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Dilmaç, B. (2007). The assesment of the teaching of humane values which are imposed a group of science high school students by humane values scale. Yayımlanmamış doktora tezi, Selçuk University Graduate School of Social Sciences, Konya.
  • Farrall, J., & Henderson, L. (2015). Supporting your gifted and talented child’s achievement and well-being: A resource for parents. ASSOCIATION OF INDEPENDENT SCHOOLS OF SOUTH AUSTRALIA.
  • Fraenkel, J.R & Wallen, N.E (2009). How to design and evaluate research in education (7th ed). New York. McGraw-hill
  • Girgin, D. & Satmaz, I. (2019). Opinions of gifted students on scientific ınterviews at the science and art center. International Journal of Innovative Approaches in Education, 3(4), 82-92. Doi: 10.29329/ijiape.2019.226.2
  • Hardy, S. A., Bean, D. S., & Olsen, J. A. (2015). Moral identity and adolescent prosocial and antisocial behaviors: Interactions with moral disengagement and self regulation. Journal of youth and adolescence, 44(8), 1542-1554. Doi: 10.1007/s10964-014-0172-1
  • Hardy, S. A., Walker, L. J., Olsen, J. A., Woodbury, R. D., & Hickman, J. R. (2014). Moral identity as moral ideal self: Links to adolescent outcomes. Developmental Psychology, 50(1), 45-57. Doi: 10.1037/a0033598
  • Hébert, T. P. & Smith, K. J. (2018). Social and emotional development of gifted students. Gifted Child Today, 41 (4), 176-176.
  • Hökelekli, H. & Gündüz, T. (2004) Üstün yetenekli çocukların karakter özellikleri ve değerler eğitimi. I. Türkiye Üstün Yetenekli Çocuklar Kongresi Yayın Dizisi: 2, 131-144
  • Karataş, Y. & Sarıcam, H. (2016). The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children. Global Journal of Psychology Research. 6(1), 10-19. Doi:10.18844/gjpr.v6i1.491
  • Khasawneh, O.,& Aldiabat, M. İ. (2017). Differences in emotional (Affective)intelligence among gifted and ordinary students. International Journal of Humanities and Social Science Invention, 6(3), 06-11
  • Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Kurnaz, A. & Barışık, C. S. (2020). Üstün zekâlı öğrencilerde değerler eğitimi, değerler eğitimine ilişkin sorunlar ve çözüm önerileri, Yeni Türkiye Dergisi, Özel Yetenekliler Özel Sayısı 116, 84-98
  • Kurnaz, A., Çiftçi, Ü. & Karapazar, H. (2013). A descriptive analysis of gifted and talented students’ perception of value. Journal of Values Education, 11(26), 185-225.
  • MoNE, (2018). Ministry of National Education, Özel eğitim hizmetleri yönetmeliği. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. https://mevzuat.meb.gov.tr/dosyalar/1963.pdf
  • MoNE, (2022). Ministry of National Education, https://www.meb.gov.tr/bilsem-sayisi-279a-yukseldi/haber/25315/tr
  • Namdar, A.O., & Akbayrak, K. (2019). The use of creative drama method in the teaching of values of gifted children: The case of justice value. Pamukkale University Journal of Education, 47, 59-87. Doi: 10.9779/pauefd.486641
  • Özbey, A. & Adam Karduz, F. F. (2018). The examination of moral identity and altruism in gifted and normal students. Abant İzzet Baysal Üniversity Journal of Faculty of Education, 18 (4), 2207-2226. Doi: https://doi.org/10.17240/aibuefd.2018.18.41844-432053
  • Özbey, A. & Sarıçam, H. (2019). Compassionate love, social safeness and pleasure in gifted students and normal students. Asbider, 6(16),142-152 .
  • Özbey, A. (2016). The comparasion of human values, compassionate love, social safeness and pleasure in gifted and normal students. Dumlupınar University Graduate School of Educational Sciences, Kütahya.
  • Özbey, A., & Sarıçam, H. (2016). Human Values and compassionate love in highly gifted students and normal student. Educational Process: International Journal, 5(2), 215-227. Doi: 10.12973/edupij.2016.52.3
  • Ponto, J. (2015). Understanding and evaluating survey research. Journal of the advanced practitioner in oncology, 6(2), 168-171.
  • Renzulli J. S. (2020). Promoting social capital by expanding the conception of giftedness. Talent, 10(1), 2–20. Doi: https://doi.org/10.46893/talent.757477
  • Roeper, A. & Silverman, L. K.(2009). “Giftedness and moral promise”, D. Ambrose, T. Cross (eds.), Morality, Ethics, and Gifted Minds, New York: Springer.
  • Sak, U. (2017). Üstün zekâlılar: Özellikleri, tanılanmaları, eğitimleri. Ankara: Vize Yayıncılık
  • Seçer, İ. (2017). SPSS ve LISREL ile pratik veri analizi analiz ve raporlaştırma. Ankara: Anı Yayıncılık
  • Sezer, Ş. (2016). Parents’ opinions related to the character education of the gifted students. Journal of Gifted Education Research, 4(2), 29-47
  • Silverman, L.K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110–117.
  • Suhr, D. D. (2006). Exploratory or confirmatory factor analysis? (pp. 1-17). In.Cary: SAS Institute.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3 (5), 49-74.
  • Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş: temel ilkeler ve lisrel uygulamaları. Ankara:Ekinoks.
  • Topcu S (2015). Perceptions of gifted students towards value concepts: Elazığ scıence and art center sample. Turkish Studies (Elektronik), 10(11), 1449-1470. Doi: http://dx.doi.org/10.7827/TurkishStudies.8436
  • Tortop, H. S. (2018). Moral and character education program for gifted (MCEPG). Journal of Gifted Education and Creativity, 5(2), 100-111.
  • Türk, N., & Nalçacı, A. (2011). The acquisition level of values of fifth grade primary school students given in social studies curriculum (Erzincan Sample). Erzincan University Journal of Education Faculty (EUJEF), 13(2), 39–56.
  • Umar, Ç. N. (2018). Investigation the universal moral values of gifted children according to sociodemographic variables, Inonu University Journal of the Faculty of Education, 19(3), 344-361. Doi: 10.17679/inuefd.486962
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı) Ankara: Seçkin Yayıncılık.
  • Yılmaz, B. & Tortop, H. S. (2018). Values education and gifted. Journal of Gifted Education and Creativity. 5(2),10-27.

Year 2022, Volume 10, Issue 3, 503 - 521, 30.09.2022
https://doi.org/10.17478/jegys.1153098

Abstract

References

  • Avcu, Y. E., & Yaman, Y. (2022). Effectiveness of the differentiated instructional design for value education of gifted: A mixed study. Journal of Gifted Education and Creativity, 9(1), 1-23.
  • Ayverdi, L. (2021). Investigation of environmental values of gifted and talented students in terms of different variables. Anatolian Journal of Teacher , 5 (2) , 341-361 . Doi: 10.35346/aod.970941
  • Bayram, N. (2010). Yapısal eşitlik modellemesine giriş amos uygulamaları. İstanbul: Ezgi Kitabevi.
  • Beldağ, A. (2012). The examination of acquirement level of values in social studies lesson elementary 7th grade in terms of different variables: Sample for the province Erzurum. Atatürk University Graduate School of Educational Sciences, Erzurum.
  • Berkowitz, M. W. & Hoppe, M. A. (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142.
  • Callahan, C. M., Moon, T. R., & Oh, S. (2017). Describing the status of programs for the gifted: A call for action. Journal for the Education of the Gifted, 40(1), 20-49. Doi: https://doi.org/10.1177/0162353216686215
  • Camcı, S. (2012). Üstün zekalı ve yeteneklilerde cinsiyet farklılığı. HAYEF Journal of Education , 8 (2) , 105-117 .
  • Cash, T. N: & Lin, T. J. (2022). Psychological Well-Being of Intellectually and Academically Gifted Students in SelfContained and Pull-Out Gifted Programs. Gifted Child Quarterly, 66(3), 188–207. Doi: https://doi.org/10.1177/00169862211032987
  • Chowkase A. A., & Watve, S. (2021). From I to we: The three C’s conception of gifted education. In Sternberg, R. J., Ambrose, D., Karami, S. (Eds.), Transformational giftedness. Palgrave- Macmillan. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
  • Dilmaç, B. (2007). The assesment of the teaching of humane values which are imposed a group of science high school students by humane values scale. Yayımlanmamış doktora tezi, Selçuk University Graduate School of Social Sciences, Konya.
  • Farrall, J., & Henderson, L. (2015). Supporting your gifted and talented child’s achievement and well-being: A resource for parents. ASSOCIATION OF INDEPENDENT SCHOOLS OF SOUTH AUSTRALIA.
  • Fraenkel, J.R & Wallen, N.E (2009). How to design and evaluate research in education (7th ed). New York. McGraw-hill
  • Girgin, D. & Satmaz, I. (2019). Opinions of gifted students on scientific ınterviews at the science and art center. International Journal of Innovative Approaches in Education, 3(4), 82-92. Doi: 10.29329/ijiape.2019.226.2
  • Hardy, S. A., Bean, D. S., & Olsen, J. A. (2015). Moral identity and adolescent prosocial and antisocial behaviors: Interactions with moral disengagement and self regulation. Journal of youth and adolescence, 44(8), 1542-1554. Doi: 10.1007/s10964-014-0172-1
  • Hardy, S. A., Walker, L. J., Olsen, J. A., Woodbury, R. D., & Hickman, J. R. (2014). Moral identity as moral ideal self: Links to adolescent outcomes. Developmental Psychology, 50(1), 45-57. Doi: 10.1037/a0033598
  • Hébert, T. P. & Smith, K. J. (2018). Social and emotional development of gifted students. Gifted Child Today, 41 (4), 176-176.
  • Hökelekli, H. & Gündüz, T. (2004) Üstün yetenekli çocukların karakter özellikleri ve değerler eğitimi. I. Türkiye Üstün Yetenekli Çocuklar Kongresi Yayın Dizisi: 2, 131-144
  • Karataş, Y. & Sarıcam, H. (2016). The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children. Global Journal of Psychology Research. 6(1), 10-19. Doi:10.18844/gjpr.v6i1.491
  • Khasawneh, O.,& Aldiabat, M. İ. (2017). Differences in emotional (Affective)intelligence among gifted and ordinary students. International Journal of Humanities and Social Science Invention, 6(3), 06-11
  • Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Kurnaz, A. & Barışık, C. S. (2020). Üstün zekâlı öğrencilerde değerler eğitimi, değerler eğitimine ilişkin sorunlar ve çözüm önerileri, Yeni Türkiye Dergisi, Özel Yetenekliler Özel Sayısı 116, 84-98
  • Kurnaz, A., Çiftçi, Ü. & Karapazar, H. (2013). A descriptive analysis of gifted and talented students’ perception of value. Journal of Values Education, 11(26), 185-225.
  • MoNE, (2018). Ministry of National Education, Özel eğitim hizmetleri yönetmeliği. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. https://mevzuat.meb.gov.tr/dosyalar/1963.pdf
  • MoNE, (2022). Ministry of National Education, https://www.meb.gov.tr/bilsem-sayisi-279a-yukseldi/haber/25315/tr
  • Namdar, A.O., & Akbayrak, K. (2019). The use of creative drama method in the teaching of values of gifted children: The case of justice value. Pamukkale University Journal of Education, 47, 59-87. Doi: 10.9779/pauefd.486641
  • Özbey, A. & Adam Karduz, F. F. (2018). The examination of moral identity and altruism in gifted and normal students. Abant İzzet Baysal Üniversity Journal of Faculty of Education, 18 (4), 2207-2226. Doi: https://doi.org/10.17240/aibuefd.2018.18.41844-432053
  • Özbey, A. & Sarıçam, H. (2019). Compassionate love, social safeness and pleasure in gifted students and normal students. Asbider, 6(16),142-152 .
  • Özbey, A. (2016). The comparasion of human values, compassionate love, social safeness and pleasure in gifted and normal students. Dumlupınar University Graduate School of Educational Sciences, Kütahya.
  • Özbey, A., & Sarıçam, H. (2016). Human Values and compassionate love in highly gifted students and normal student. Educational Process: International Journal, 5(2), 215-227. Doi: 10.12973/edupij.2016.52.3
  • Ponto, J. (2015). Understanding and evaluating survey research. Journal of the advanced practitioner in oncology, 6(2), 168-171.
  • Renzulli J. S. (2020). Promoting social capital by expanding the conception of giftedness. Talent, 10(1), 2–20. Doi: https://doi.org/10.46893/talent.757477
  • Roeper, A. & Silverman, L. K.(2009). “Giftedness and moral promise”, D. Ambrose, T. Cross (eds.), Morality, Ethics, and Gifted Minds, New York: Springer.
  • Sak, U. (2017). Üstün zekâlılar: Özellikleri, tanılanmaları, eğitimleri. Ankara: Vize Yayıncılık
  • Seçer, İ. (2017). SPSS ve LISREL ile pratik veri analizi analiz ve raporlaştırma. Ankara: Anı Yayıncılık
  • Sezer, Ş. (2016). Parents’ opinions related to the character education of the gifted students. Journal of Gifted Education Research, 4(2), 29-47
  • Silverman, L.K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110–117.
  • Suhr, D. D. (2006). Exploratory or confirmatory factor analysis? (pp. 1-17). In.Cary: SAS Institute.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3 (5), 49-74.
  • Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş: temel ilkeler ve lisrel uygulamaları. Ankara:Ekinoks.
  • Topcu S (2015). Perceptions of gifted students towards value concepts: Elazığ scıence and art center sample. Turkish Studies (Elektronik), 10(11), 1449-1470. Doi: http://dx.doi.org/10.7827/TurkishStudies.8436
  • Tortop, H. S. (2018). Moral and character education program for gifted (MCEPG). Journal of Gifted Education and Creativity, 5(2), 100-111.
  • Türk, N., & Nalçacı, A. (2011). The acquisition level of values of fifth grade primary school students given in social studies curriculum (Erzincan Sample). Erzincan University Journal of Education Faculty (EUJEF), 13(2), 39–56.
  • Umar, Ç. N. (2018). Investigation the universal moral values of gifted children according to sociodemographic variables, Inonu University Journal of the Faculty of Education, 19(3), 344-361. Doi: 10.17679/inuefd.486962
  • Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı) Ankara: Seçkin Yayıncılık.
  • Yılmaz, B. & Tortop, H. S. (2018). Values education and gifted. Journal of Gifted Education and Creativity. 5(2),10-27.

Details

Primary Language English
Subjects Education and Educational Research
Published Date September 2022
Journal Section Gifted Education
Authors

Adem BELDAĞ> (Primary Author)
RECEP TAYYIP ERDOGAN UNIVERSITY, FACULTY OF EDUCATION
0000-0002-3482-4273
Türkiye

Supporting Institution Recep Tayyip Erdoğan Üniversitesi
Project Number SBA-2018-912
Publication Date September 30, 2022
Published in Issue Year 2022, Volume 10, Issue 3

Cite

Bibtex @research article { jegys1153098, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2022}, volume = {10}, number = {3}, pages = {503 - 521}, doi = {10.17478/jegys.1153098}, title = {Gifted students' value perceptions: differentiation to socio-demographic variables}, key = {cite}, author = {Beldağ, Adem} }
APA Beldağ, A. (2022). Gifted students' value perceptions: differentiation to socio-demographic variables . Journal for the Education of Gifted Young Scientists , 10 (3) , 503-521 . DOI: 10.17478/jegys.1153098
MLA Beldağ, A. "Gifted students' value perceptions: differentiation to socio-demographic variables" . Journal for the Education of Gifted Young Scientists 10 (2022 ): 503-521 <https://dergipark.org.tr/en/pub/jegys/issue/71129/1153098>
Chicago Beldağ, A. "Gifted students' value perceptions: differentiation to socio-demographic variables". Journal for the Education of Gifted Young Scientists 10 (2022 ): 503-521
RIS TY - JOUR T1 - Gifted students' value perceptions: differentiation to socio-demographic variables AU - AdemBeldağ Y1 - 2022 PY - 2022 N1 - doi: 10.17478/jegys.1153098 DO - 10.17478/jegys.1153098 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 503 EP - 521 VL - 10 IS - 3 SN - -2149-360X M3 - doi: 10.17478/jegys.1153098 UR - https://doi.org/10.17478/jegys.1153098 Y2 - 2022 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Gifted students' value perceptions: differentiation to socio-demographic variables %A Adem Beldağ %T Gifted students' value perceptions: differentiation to socio-demographic variables %D 2022 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 10 %N 3 %R doi: 10.17478/jegys.1153098 %U 10.17478/jegys.1153098
ISNAD Beldağ, Adem . "Gifted students' value perceptions: differentiation to socio-demographic variables". Journal for the Education of Gifted Young Scientists 10 / 3 (September 2022): 503-521 . https://doi.org/10.17478/jegys.1153098
AMA Beldağ A. Gifted students' value perceptions: differentiation to socio-demographic variables. JEGYS. 2022; 10(3): 503-521.
Vancouver Beldağ A. Gifted students' value perceptions: differentiation to socio-demographic variables. Journal for the Education of Gifted Young Scientists. 2022; 10(3): 503-521.
IEEE A. Beldağ , "Gifted students' value perceptions: differentiation to socio-demographic variables", Journal for the Education of Gifted Young Scientists, vol. 10, no. 3, pp. 503-521, Sep. 2022, doi:10.17478/jegys.1153098

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