Özel Eğitimin Üstün Yetenekli Çocuklar Üzerinde Benlik Algısına Etkisi

Year 2018, Volume: 26 Issue: 5, 1489 - 1498, 15.09.2018

Ahmet Bildiren

https://doi.org/10.24106/kefdergi.397345

Cited By: 2

Abstract

Bu araştırma özel eğitimin
üstün yetenekli çocukların benlik algısı üzerinde etkisini araştırmak amacıyla
planlanmıştır. Araştırmanın örneklemi İzmir Sıdıka Akdemir Bilim ve Sanat
Merkezinde özel eğitim alan 26 ve tanılanmış ancak özel eğitime başlamamış 26
üstün yetenekli çocuktan oluşmaktadır. Çocukların 30’u kız, 22’si ise erkektir.
Benlik algısının araştırılması için Piers Harris Öz-Kavram Ölçeği
kullanılmıştır. Üstün yetenekli çocukların benlik algısı ile özel eğitim alma
durumları arasındaki ilişki Mann Whitney U-Testi ile analiz edilmiştir.
Araştırma sonucunda özel eğitim almayan üstün yetenekli çocukların Piers Harris
Öz-Kavram Ölçeği puanlarının özel eğitim alan üstün yetenekli çocukların
puanlarından anlamlı derecede yüksek bulunmuştur (p<0,05). 

Keywords

üstün yetenekli çocuklar, özel eğitim, benlik algısı

The Effect of Special Education on Self-Perception on Gifted Children

Abstract

This research was planned to
investigate the effect of special education on self-perception of gifted children.
The sample of the study consisted of 26 gifted children who were educated in
İzmir Sıdıka Akdemir Science and Art Center 26 and who were identificated but
did not start special education. Of the gifted children, 30 are female students
and 22 are male students.The Piers Harris Self-Concept Scale was used to
investigate self-perception. The relationship between the self-perception of
the gifted children and their special education status was analyzed with the
Mann-Whitney U-Test. As a result of the research, the Piers Harris Self-Concept
Scale scores of gifted children who did not receive special education were significantly
higher than the scores of the gifted children with special education (p
<0,05).

Keywords

gifted children, special education, self-perception

References

• Akarsu, F. (2001). Üstün yetenekli çocuklar aileleri ve sorunları, Ankara: Eduser Yayınları.
• Akarsu, F. (2004). Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı, İstanbul: Çocuk Vakfı Yayınları.
• Altıntaş, E., & Gültekin, M. (2005). Psikolojik danışma kuramları. Aktüel Yayınları.
• Argyle, M. (Ed.). (2017). Social encounters: Contributions to social interaction. Routledge.
• Ataman, A. (2003). Üstün yetenekli/ zekalı çocuk ile yaşamak. Bilim ve Aklın Aydınlığında Eğitim, 4 (40), Haziran, 15-20.
• Berberoğlu, G. & Tansel, A. (2014). “Does private tutoring increase students‟ Academic performance? Evidence from Turkey”, International Review of Education, 60(5), 683-701, http://ftp.iza.org/dp8343.pdf (Erişim tarihi: 21.06.2017)
• Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they re-ally?. Educational psychology review, 15(1), 1-40.
• Brown, J.D., Dutton, K. A., & Cook, K. E. (2001). From the top down: Self-esteem and selfEvaluation. Cognition and Emotion, 15, 615-631.
• Burleson, K. A. P. (2005). Social comparisons at gifted schools for the arts: Qualifications for the big fish little pond effect. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66, 1195.
• Büyüköztürk, Ş. (2007). Veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.
• Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of educational psycho-logy, 92(4), 703.
• Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Merrill–Prentice Hall.
• Coleman, M. R., & Gallagher, J. (1995). Appropriate differentiated services: Guides for best practices in the education of gifted children. Gifted Child Today, 18(5), 32–33.
• Craven, R. G., Marsh, H. W, & Print, M. (2000). Gifted, streamed, and mixed-ability programs for gifted students: Im-pact on self-concept, motivation, and achievement. Australian Journal of Education, 44, 51-75.
• Çivitçi, A. (1998). Lise öğrencilerinin çocukluk dönemlerine ilişkin algıladıkları anne-baba davranışları ile ken-dini kabul düzeyleri arasındaki ilişki, Basılmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Sosyal Bilimler Ens-titüsü. Ankara.
• Dai, Y. D., & Rinn, A. N. (2008). The big-fish-little-pond effect: What do we know and where do we go from here? Edu-cational Psychology Review, 20, 283-317.
• Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
• Ferrer, M., & Fugate, A. M. (2003). Helping your school-age child develop a healthy self-concept. University of Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, EDIS.
• Festinger, L. (1954). A theory of social comparison process. Human Relations, 7, 117-140.
• Fiedler, E. D., Lange, R. E., & Winebrenner, S. (2002). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roeper Review, 24(3), 108–111.
• Freeman, J. (1997). The emotional development of the highly able European. Journal of Psychology in Education, XII, 479–493.
• Gross, M. U. M. (1999). Small poppies: Highly gifted children in the early years. Roper Rewiew, 21, 207-14
• Gross, M. U. M. (2002). Gifted children and the gift of friendship. Understanding Our Gifted, 14(3), 27–29.
• Guay, F., Larose, S., & Boivin, M. (2004). Academic self-concept and educational attainment level: A ten-year longitu-dinal study. Self and identity, 3(1), 53-68.
• Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S. T., Tieso, C. L., Muller, L.M., Park, S., Emerick, L. J., Maxfi-eld, L. R., & Burns, D. E. (2002). Implementing a professional development model using gifted education strate-gies with all students (RM02172). Storrs, CT: University of Connecticut, The National Research Center on the Gif-ted and Talented.
• Hoge, R. D., & Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63(4), 449-465.
• Jackman, K., Wilson, I. G., Seaton, M., & Craven, R. G. (2011). Big Fish in a Big Pond: a study of academic self con-cept in first year medical students. BMC medical education, 11(1), 48.
• Karnes, F. A., & Wherry, J. N. (1981). Self-concepts of gifted students as measured by the Piers-Harris Children's Self-Concept Scale. Psychological Reports, 49(3), 903-906.
• Manning, S. (2006). Recognizing gifted students: A practical guide for teachers. Kappa Delta Pi Record, 42, 64-68.
• Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of educational psycho-logy, 79(3), 280.
• Marsh, H. W. (1991). Failure of high-ability high schools to deliver academic benefits commensurate with their stu-dents’ ability levels. American Educational Research Journal, 28(2), 445-480.
• Marsh, H. W. (2003). Big-fish-litde-pond effect on academic self-concept. Gennan foumal of Educational Psychology, 19, 119-127.
• Marsh, H. W., Chessor, D., Craven, R., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32(2), 285-319.
• Marsh, H. W., & Craven, R. (2002). The pivotal role of frames of reference in academic self-concept formation: The" big fish-little pond" effect. Academic Motivation of Adolescents,.
• Marsh H, & Craven R. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspecti-ve: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science,1(2):133-63.
• Marsh, H. W., Hau, K. T., & Craven, R. (2004). The Big-Fish-Little-Pond Effect Stands Up to Scrutiny.
• Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., & Craven, R. G. (2008). The big-fish–little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future rese-arch. Educational Psychology Review, 20(3), 319-350.
• Metin, N., & Kangal, S. B. (2012). Bilim Sanat merkezlerine devam eden 12–14 yaş grubu üstün yetenekli çocukların benlik algılarının incelenmesi. Eğitim ve Bilim, 37(163).
• Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping: Recommendations for best practi-ce. Gifted Child Quarterly, 51(4), 330-341.
• Nelson-Jones, R. (1995). Counselling and personality: Theory and practice. Allen & Unwin.
• Öner, N. (1996). Piers-Harris’ in Çocuklarda Öz-Kavramı Ölçeği El Kitabı. Türk Psikologlar Derneği, 1.
• Öner, N. (1997). Türkiyede Kullanılan Psikolojik Testler: Bir Başvuru Kaynağı, Boğaziçi Üniversitesi Yayınları, 3. Basım, İstanbul. YÖK, 2006a. Yükseköğretim Kanunu (Kanun No: 2547 Kabul tarihi: 4.11. 1981).
• Passow, A. H. (1982). Differentiated curricula for the gifted/talented. In Curricula for the gifted: Selected proceedings for the First National Conference on Curricula for the Gifted/Talented (pp. 4-20).
• Precke, F., & Brüll, M. (2008). Grouping the gifted and talented: Are gifted girls most likely to suffer the consequen-ces?. Journal for the Education of the Gifted, 32(1), 54-85.
• Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K., & Westberg, K. L. (2002). Scales for rating the behavioral characteristics of superior students (Rev. ed.). Mansfield Center, CT: Creative Learning Press.
• Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educatio-nal practice. Gifted Child Quarterly, 51, 382-396.
• Sak, U. (2017). Üstün zekalılar özellikleri tanılanmaları eğitimleri. Vize Yayıncılık:Ankara
• Sankar–DeLeeuw, N. (2002). Gifted preschoolers: Parent and teacher views on identification, early admission, and programming. Roeper Review, 24(3), 172–177.
• Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (1996). Bilişsel davranışçı terapiler. Türk Psikologlar Derneği Yayınları, Ankara.
• Scruggs, T. E., Mastropieri, M. A., Cook, S. B & Escobar, C. (1986). Early intervention for children with conduct disor-ders: A quantitative synthesis of single-subject research. Behavioral Disorders, 260-271.
• Seaton, M., Marsh, H. W., & Craven, R. G. (2009). Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries. Journal of Educational Psycho-logy, 101(2), 403.
• Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of educational research, 46(3), 407-441.
• Siegle, D. & McCoach, D. B. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38(1), 22–27.
• Super, D. E., & Bohn, M. J. (1970). Occupational psychology. Wadsworth Publishing Company.
• Thompson, R. A., & Goodman, M. (2011). The Architecture of Social Developmental Science. Social Development: Relationships in Infancy, Childhood, and Adolescence.
• U.S. Department of Education, Office of Educational Research and Improvement. (1993). National Excellence: The case for developing America's talent. Washington, DC: Government Printing Office.
• VanTassel–Baska, J. L. (1992). Education decision making on acceleration and grouping. Gifted Child Quarterly, 36(2), 68–72.
• Yörükoğlu, A. (1984). Değişen toplumda aile. Özgür Yayınevi, Ankara.