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ÖZEL YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK BAŞARISIZLIK VE OLASI NEDENLERİ

Year 2022, Volume: 2 Issue: 3, 177 - 211, 02.03.2022

Abstract

Beklenmedik başarısızlık, bireyde mevcut olan performans ile beklenen
performans arasında belirgin bir farkın olmasıdır. Bu çalışmanın amacı beklenmedik
başarısızlığın tanımını yapmak ve beklenmedik başarısızlığın olası nedenleri üzerinde
durarak aile ve eğitimcilere önerilerde bulunmaktır. Yapılan sistematik literatür taraması
sonucunda ilk önce beklenmedik başarısızlığın tanımı yapılmış, sonrasındaysa
beklenmedik başarısızlığın olası nedenleri belirlenmiştir. Özel yetenekli bireylerde
beklenmedik başarısızlığın etmenleri iki başlık altında toplanmıştır: Bunlar bireysel
faktörler ve çevresel faktörlerdir. Bireysel faktörler, bireyden kaynaklanan nedenler,
motivasyon (iç motivasyon-dış motivasyon) ve mükemmeliyetçilik (olumlu
mükemmeliyetçi-olumsuz mükemmeliyetçi); çevresel faktörlerse aile, erken çocukluk
dönemi ve okul olarak ele alınmıştır. Özel yetenekli öğrencilerde başarısızlığın
oluşmasının en büyük nedenleri arasında bu öğrencilere uygun bireysel eğitim
programlarının uygulanmaması, öğretmenlerin ve ebeveynlerin özel yetenekli öğrenciler
ile ilgili yeterince bilgiye sahip olmaması yer almıştır. Bu çalışmada özel yeteneklilerin
akademik başarısızlık nedenleri ve beklenmedik başarısızlığın çözüm yolları incelenmiş,
bu makalenin önleyici ve iyileştirici çalışmalar kapsamında ailelere,
öğretmenlere ve alan yazına katkı sağlayacağı öngörülmüştür.

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Year 2022, Volume: 2 Issue: 3, 177 - 211, 02.03.2022

Abstract

References

  • Adelson, J. L., & Wilson, H. E. (2009). Letting go of perfect: Overcoming perfectionism in kids. Waco, TX: Prufrock Press.
  • Afat, N. (2020). Dinleyen ve dinlenen aile. M. Z. Leana-Taşcılar (Ed.), Özel yetenekli çocukların psikolojisi. İçinde (s. 257-289). Ankara: Nobel.
  • Arıkıl, G. ve Yorgancı, B. (2012). Öğretmenlerin, Öğretmen Adaylarının ve Öğrencilerin Motivasyonu Algılama Farklılıkları. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde Üniversitesi, Eğitim Fakültesi.
  • Aşıkoğlu, M. (1996). İnsan kaynaklarını verimliliğe yönlendirme aracı olarak motivasyon. İstanbul: Eko Ofset.
  • Bandura, A. (Ed.) (1994) Encyclopedia of Human Behavior (Vol.4). NY: Academic Press.
  • Baum, S. M., Renzulli, J. S., & Hébert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39(4), 224-235.
  • Campbell, J.R. (1996), Early identification of Mathematics talent has long-term positive consequences for careercontributions. International Journal of Educational Research, 25 (6),497-522.
  • Chan, D. W. (2012). Life satisfaction, happiness, and the growth mindset of healthy and unhealthy perfectionists among Hong Kong gifted students. Roeper Review, 34, 224–233. doi:10.1080/02783193.2012.715333
  • Clark, B. (1997). Social ideologies and gifted education in today’s schools. Peabody Journal of Education, 72 (3&4), 81-100.
  • Clark, B. (2002). Growing Up Gifted. United States of America: Merrill Prentice Hall. Clemons, T. L. (2008). Underachieving gifted students: A social cognitive model. Roeper Review, 30(1), 69-78.
  • Clinkenbeard, P. R. (2006). Motivation and the gifted: Research versus practice. Paper presented at the biennial Wallace Research Symposium on Talent Development, Iowa City, IA.
  • Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(2), 622-630. https://doi.org/10.1002/pits.21628
  • Colangelo, N., Kerr, B., Christensen, P., & Maxey, J. (1993). A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37, 155-160.
  • Coleman, M. R. (2016). Recognizing young children with high potential: USTARS∼ PLUS. Annals of the New York Academy of Sciences, 1377(1), 32-43. doi: 10.1111/nyas.13161
  • Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. Harper. Çağlar, D. (2004). Üstün zekâlı çocukların özellikleri. 1. Türkiye Üstün Yetenekli Çocuklar Kongresi Yayın Dizisi Seçilmiş Makaleler Kitabı. İstanbul: Çocuk Vakfı Yayınları, 111-125.
  • Çakır, L. (2014). The relationship between underachievement of gifted students and their attitudes toward school environment. Social and Behavioral Sciences, 152, 1034-1038.
  • Çitil, M., & Ataman, A. (2018). İlköğretim çağındaki üstün yetenekli öğrencilerin davranışsal özelliklerinin eğitim ortamlarına yansıması ve ortaya çıkabilecek sorunlar [The reflection of the primary level gifted students’ behavioral characteristics to the educational settings and the problems that may arise]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1), 185-231.
  • Dağlıoğlu, H. E. (2004). Okul öncesi çağdaki üstün yetenekli çocukların eğitimleri. Türkiye Üstün Yetenekli Çocuklar Kongresi Bildiriler Kitabı, İstanbul: Çocuk Vakfı Yayınları.
  • Davis, G.A., Rimm, S.B., ve Siegle, D. (2011). Education of The Gifted And Talented. Boston: Allyn and Bacon.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human behavior. Plenum.
  • Delcaurt, M. (1993). Creative productivity among secondary school students: Combining, energy, interest and imagination. Gifted Child Quarterly, 37(1), 23- 31.
  • Dowdall, C. B., & Colangelo, N, (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26(4), 179-184.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych. 53.100901.135153
  • Emerick, L. J. (1992). Academic underachievement among the gifted: Students’ perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36(3), 140-146.
  • Ford, D. Y. Alber, S. R. ve Heward, W. L. (1998). Setting “motivation traps” for underachieving gifted students. Gifted Child Today Magazine. 21(2).
  • Foster, J. (2007). Procrastination and perfectionism: Connections, understandings, and control. Gifted Education International, 23, 264–272. doi:10.1177/ 026142940702300307.
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Details

Primary Language Turkish
Subjects Special Education and Disabled Education
Journal Section Research Articles
Authors

Ayşe Gönültaş This is me 0000-0003-4354-1723

Serap Emir This is me 0000-0002-4837-9959

Publication Date March 2, 2022
Submission Date July 14, 2021
Published in Issue Year 2022 Volume: 2 Issue: 3

Cite

APA Gönültaş, A., & Emir, S. (2022). ÖZEL YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK BAŞARISIZLIK VE OLASI NEDENLERİ. Milli Eğitim Özel Eğitim Ve Rehberlik Dergisi, 2(3), 177-211.