Derleme
BibTex RIS Kaynak Göster

Üstün Zekâlılarda Beklenmedik Düşük Başarı (BDB): Özellikler, Etken Faktörler ve Müdahale

Yıl 2021, Cilt: 22 Sayı: 3, 771 - 798, 01.09.2021
https://doi.org/10.21565/ozelegitimdergisi.607979

Öz

Beklenmedik düşük başarı (BDB), beklenen ile gözlenen performans arasındaki fark olarak tanımlanmaktadır. Bu çalışmanın amacı, üstün zekâlılarda BDB’yi ele alarak, kavramla ilişkili tanımları, ölçütleri ve güncel araştırmaları incelemektir. Araştırma, konu hakkında sistematik bir literatür taraması sonrası hazırlanan bir derlemedir. BDB’ye etki eden faktörler arasında, ailevi (ev-içi), kişisel ve okul ile ilgili faktörler ana etkenler olarak öne çıkmaktadır. BDB’ye yönelik müdahalelerde, mentörlük, aile danışmanlığı ve öğretmen desteği gibi uygulamalar literatürde
öne çıkmaktadır. BDB’ye yönelik müdahale araştırmalarına önem verilmesi, birey hakkında farklı bilgi kaynaklarına başvurarak, karma yöntemlerle ve bireyi bütüncül olarak ele alan araştırmalara olan ihtiyaç bu çalışma sonucunda ulaşılan göstergelerdir.

Kaynakça

  • Abu-Hamour, B., & Al-Hmouz, H. (2013). A study of gifted high, moderate, and low achievers in their personal characteristics and attitudes toward school and teachers. International Journal of Special Education, 28(3), 5-15.
  • Albaili, M. (2012). Thinking styles of gifted achieving and underachieving high school students in the United Arab Emirates. In L. G. Chova, I. C. Torres, & A. L. Martinez (Eds.), Edulearn12: 4th International Conference on Education and New Learning Technologies (pp. 3540-3540). Valenica: Iated-Int Assoc Technology Education & Development.
  • Azano, A. P., Callahan, C. M., Brodersen, A. V., & Caughey, M. (2017). Responding to the challenges of gifted education in rural communities. Global Education Review, 4(1), 62-77.
  • Balduf, M. (2009). Underachievement among college students. Journal of Advanced Academics, 20(2), 274–294. doi: 10.1177/1932202X0902000204
  • Baslanti, U., & McCoach, D. B. (2006). Factors related to the underachievement of university students in Turkey. Roeper Review, 28(4), 210-215. doi:10.1080/02783190609554366
  • Başlantı, U. (2002). Gifted underachievers and factors affecting underachievement (Unpublished master’s thesis). Boğaziçi University, İstanbul, Turkey.
  • Batdal-Karaduman, G. (2009). Üstün yetenekli öğrencilerde başarı düşüklüğünü önlemek için örnek bir model. International Online Journal of Educational Sciences, 1(1), 196-221.
  • Batdal-Karaduman, G. (2013). Underachievement in gifted students. International Journal on New Trends in Education and their Implications, 4(4), 165-172.
  • Baum, S. M., Renzulli, J. S., & Hebert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39(4), 224–235. doi:10.1177/001698629503900406
  • Behrend, A. H. (2012). Self-perceptions of gifted achievers and underachievers: A phenomenological study (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3557372)
  • Bennett-Rappell, H., & Northcote, M. (2016). Underachieving gifted students: Two case studies. Issues in Educational Research, 26(3), 407-430.
  • Blaas, S. (2014). The relationship between social-emotional difficulties and underachievement of gifted students. Australian Journal of Guidance and Counselling, 24(2), 243-255. doi:10.1017/jgc.2014.1
  • Butler-Por, N. (1987). Underachievers in school: Issues and intervention. Oxford, England: John Wiley & Sons.
  • Butler-Por, N. (1993). Underachieving gifted students. In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.), International handbook of research & development of giftedness & talent. Oxford, UK: Pergamon Press.
  • Çakır, L. (2014). The relationship between underachievement of gifted students and their attitudes toward school environment. In S. Besoluk (Ed.), Erpa international congress on education (Vol. 152, pp. 1034-1038). Amsterdam: Elsevier Science.
  • Carr, M., Borkowski, J. G., & Maxwell, S. E. (1991). Motivational components of underachievement. Developmental Psychology, 27(1), 108–118. doi:10.1037/0012-1649.27.1.108
  • Clark, B. (1992). Growing up gifted. New York: Maxwell Macmillan International.
  • Cavilla, D. (2016). Observation and analysis of three gifted underachievers in an underserved, urban high school setting. Gifted Education International, 33(1), 62–75. doi:10.1177/0261429414568181
  • Colangelo, N., Kerr, B., Christensen, P., & Maxey, J. (1993). A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37(4), 155–160. doi: 10.1177/001698629303700404
  • Dai, D. Y., Swanson, J. A., & Cheng, H. (2011). State of research on giftedness and gifted education: A survey of empirical studies published during 1998-2010 (April). Gifted Child Quarterly, 55(2), 126-138. doi:10.1177/0016986210397831
  • Davidson, J., & Davidson, B. (2004). Genius denied. New York, NY: Simon & Schuster.
  • Davis, G. A. (2003). Identifying creative students, teaching for creative growth. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 311–324). Boston: Allyn & Bacon.
  • Davis, G. A., Rimm, S. B., & Siegle, D. (2014). Underachievement: Identification and reversal. In G.A. Davis, S. B. Rimm, & D. Siegle (Eds.), Education of the gifted and talented (pp. 291-326). ABD: Pearson.
  • Delisle, J. R. (2008). Comfortably numb: A new view of underachievement. In M. W. Gosfield (Ed.), Expert approaches to support gifted learners (pp. 43-52). Minneapolis, MN: Free Spirit.
  • Delisle, J. R. (2002). Underachiever or selective consumer? In J. Delisle & J. Galbraith, (Eds.), When gifted kids don’t have all the answers: How to meet their social and emotional needs (pp. 167-190). Minneapolis: Free Spirit.
  • Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26(4), 179–184. doi:10.1177/001698628202600406
  • Emerick, L. J. (1992). Academic underachievement among the gifted: Students’ perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36, 140-146.
  • Ferrer-Wreder, L., Wänström, L., & Corovic, J. (2014). Midlife outcomes of educationally underachieving Swedish adolescents with above average generalized intelligence. Research in Human Development, 11(3), 217-236. doi:10.1080/15427609.2014.936172
  • Figg, S. D., Rogers, K. B., McCormick, J., & Low, R. (2012). Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students. Journal of Advanced Academics, 23(1), 53-71. doi:10.1177/1932202X11430000
  • Finney, B. C., & Van Dalsem, E. (1969). Group counseling for gifted underachieving high school students. Journal of Counseling Psychology, 16(1). 87-94.
  • Ford, D. Y. (1992). Determinants of underachievement as perceived by gifted, above average, and average Black students. Roeper Review, 14, 130-136.
  • Ford, D. Y., Howard, T. C., Harris-Lii, J. J., & Tyson, C. A. (2000). Creating culturally responsive classrooms for gifted African American students. Journal for the Education of the Gifted, 23(4), 397-427. doi:10.1177/016235320002300405
  • Gagné, F. (2012). Differentiadted model of giftedness and talent. In T. L. Cross & J. R. Cross (Eds.), Handbook for counselors serving students with gifts & talents: Development, relationship, school issues, and counseling needs/interventions (pp. 3-19). Waco, TX: Profrock.
  • Gallagher, J. J. (1991). Personal patterns of underachievement. Journal for the Education of the Gifted, 14, 221-233.
  • Gibbons, M. M., Pelchar, T. K., & Cochran, J. L. (2012). Gifted students from low-education backgrounds. Roeper Review, 34(2), 114–122. doi:10.1080/02783193.2012.660685
  • Govan, C. M. (2012). Exploring the underachievement of elementary gifted students: An analysis of classroom achievement and standardized test performance (Unpublsihed doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3544465)
  • Gowan, J. C. (1955). The underachieving gifted children: A problem for everyone. Exceptional Children, 7(21). 247-271.
  • Guldemond, H., Bosker, R., Kuyper, H., & Van Der Werf, G. (2007). Do highly gifted students really have problems? Educational Research and Evaluation, 13(6), 555-568. doi:10.1080/13803610701786038
  • Hebert, T. P., & Olenchak, F. R. (2000). Mentors for gifted underachieving males: Developing potential and realizing promise. Gifted Child Quarterly, 44(3), 196-207. doi:10.1177/001698620004400307
  • Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302 – 323.
  • Hofer, S. I., & Stern, E. (2016). Underachievement in physics: When intelligent girls fail. Learning and Individual Differences, 51, 119-131. doi:10.1016/j.lindif.2016.08.006
  • Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28. doi:10.1080/02783190309554235
  • Kim, K. H. (2008). Underachievement and creativity: Are gifted underachievers highly creative? Creativity Research Journal, 20(2), 234-242. doi:10.1080/10400410802060232
  • Kim, K. H., & Van Tassel-Baska, J. (2010). The relationship between creativity and behavior problems among underachieving elementary and high school students. Creativity Research Journal, 22(2), 185.
  • Kurt, L. J., & Chenault, K. H. (2016). Gifted and at risk: A cross-district comparison of gifted student growth and solutions for urban schools. Urban Education Journal, 13(2), 1-12.
  • Landis, R. N., & Reschly, A. L. (2013). Reexamining gifted underachievement and dropout through the lens of student engagement. Journal for the Education of the Gifted, 36(2), 220-249. doi:10.1177/0162353213480864
  • Lee, K. M., & Olenchak, F. R. (2014). Individuals with a gifted/attention deficit/hyperactivity disorder diagnosis. Gifted Education International, 31(3), 185–199. doi:10.1177/0261429414530712
  • Maddox, M. (2014). Exploring teachers’ experiences of working with gifted students who underachieve (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3611208)
  • Maier, H. R. (2013). What constitutes a good literature review and why does its quality matter? Environmental Modelling & Software, 43, 3–4. doi:10.1016/j.envsoft.2013.02.004
  • Mendaglio, S. (2012). Gifted students’ transition to university. Gifted Education International, 29(1), 3–12. doi:10.1177/0261429412440646
  • McCoach, D. B., & Siegle, D. (2003a). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47(2), 144-154. doi:10.1177/001698620304700205
  • McCoach, D. B., & Siegle, D. (2003b). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414–429. doi: 10.1177/0013164403063003005
  • Matthews, M. S., & McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51(2), 167-181. doi:10.1177/0016986207299473
  • Meadows, J. J. (2017). Gifted students in transition: A grounded theory study (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (ProQuest No. 10268479)
  • Mofield, E., Peters, M. P., & Chakraborti-Ghosh, S. (2016). Perfectionism, coping, and underachievement in gifted adolescents: Avoidance versus approach orientations. Education Sciences, 6(3), 1-22. doi:10.3390/educsci6030021
  • Mooij, T. (2013). Designing instruction and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education, 17(6), 597-613. doi:10.1080/13603116.2012.696727
  • Morisano, D., & Shore, B. M. (2010). Can personal goal setting tap the potential of the gifted underachiever? Roeper Review, 32(4), 249-258. doi:10.1080/02783193.2010.508156
  • National Association for Gifted Children. (2018). What is giftedness? http://www.nagc.org/index.aspx? id=574 Aralık 2018’de http://www.nagc.org/resources-publications/resources/what-giftedness?id=574 adresinden edinilmiştir.
  • National Center for Education Statistics (NCES). (2011). Dropout rates. Aralık 2018 tarihinde www.nces.ed.gov/ adresinden edinilmiştir.
  • Neihart, M. (2006). Achievement/affiliation conflicts in gifted adolescents. Roeper Review, 28(4), 196-202. doi:10.1080/02783190609554364
  • Neumeister, K. L. S., & Hebert, T. P. (2003). Underachievement versus selective achievement: Delving deeper and discovering the difference. Journal for the Education of the Gifted, 26(3), 221-238. doi:10.1177/016235320302600305
  • Nooman, S., Hanif, R., & Saeed, A. (2015). Assessing academic underachievement and high achievement among Pakistani secondary school students. Pakistan Journal of Psychological Research, 30(2), 377-391.
  • O’Boyle, M. W. (2008). Mathematically gifted children: Developmental brain characteristics and their prognosis for well-being. Roeper Review, 30(3), 181-186. doi:10.1080/02783190802199594
  • Obergriesser, S., & Stoeger, H. (2015). The role of emotions, motivation, and learning behavior in underachievement and results of an intervention. High Ability Studies, 26(1), 167-190. doi:10.1080/13598139.2015.1043003
  • Oluseyi-Akintunde, D., & Olusegun-Olujide, F. (2018). Influence of emotional intelligence and locus of control on academic achievement of underachieving high ability students. Journal for the Education of Gifted Young Scientists, 6(2), 14-22. doi: 10.17478/JEGYS.2018.74
  • Partnership for 21st Century Skills. (2018). 21 Aralık 2018 tarihinde http://www.p21.org/our-work/p21-framework adresinden alınmıştır.
  • Perez-Studdard, A. K. (2010). Failing our best and brightest: Are eligibility criteria related to the underachievement of gifted high school students? (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3397090)
  • Peters, W. A. M., Grager-Loidl, H., & Supplee, P. (2010). Underachievement in gifted children and adolescents: Theory and practice. In K. A. Heller, F. J.
  • Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 609-620). Oxford, England: Pergamon.
  • Peterson, J. S. (2001a). Gifted and at risk: Four longitudinal case studies of post-high-school development. Roeper Review, 24(1), 31-39. doi:10.1080/02783190109554123
  • Peterson, J. S. (2001b). Successful adults who were once adolescent underachievers. Gifted Child Quarterly, 45(4), 236–250. doi:10.1177/001698620104500402
  • Peterson, J. S. (2007). Consultation related to giftedness: A school counseling perspective. Journal of Educational and Psychological Consultation, 17(4), 273-296. doi:10.1080/10474410701634096
  • Phillipson, S. N., & Tse, A. K. O. (2007). Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model. High Ability Studies, 18(2), 173-190. doi:10.1080/13598130701709640
  • Preckel, F., & Brunner, M. (2015). Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers? Gifted & Talented International, 30(1/2), 68-84. doi:10.1080/15332276.2015.1137458
  • Rayneri, L. J., Gerber, B. L., & Wiley, L. P. (2006). The relationship between classroom environment and the learning style preferences of gifted middle school students and the impact on levels of performance. Gifted Child Quarterly, 50(2), 104-118. doi:10.1177/001698620605000203
  • Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152-170. doi:10.1177/001698620004400302
  • Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality: A Special Education Journal, 10(2), 113-125, doi: 10.1207/S15327035EX1002_5
  • Renzulli, J. S. (2011). What makes giftedness?: Reexamining a definition. Phi Delta Kappan, 92(8), 81–88. doi:10.1177/003172171109200821
  • Renzulli, J. S., & Park, S. (2002). Giftedness and high school dropouts: Personal, family and school-related factors. Storrs, CT: The Research Center on the Gifted and Talented.
  • Renzulli, J. S., Reis, S. M., & Smith, L. H. (1981). The Revolving-Door Model: A new way of identifying the gifted, Phi Delta Kappan, 62, 648-649.
  • Richer, E. T. (2012). Motivational interviewing and its effect on underachieving high potential adolescents (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3493776)
  • Ritchotte, J. A., Matthews, M. S., & Flowers, C. P. (2014). The validity of the achievement-orientation model for gifted middle school students: An exploratory study. Gifted Child Quarterly, 58(3), 183-198. doi:10.1177/0016986214534890
  • Ritchotte, J., Rubenstein, L., & Murry, F. (2015). Reversing the underachievement of gifted middle school students. Gifted Child Today, 38(2), 103-113.
  • Rimm, S. B. (1997). Underachievement syndrome: A national epidemic. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 416-434). Boston: Allyn and Bacon.
  • Rimm, S. B. (2008). Why bright kids get poor grades and what you can do about it (3rd ed.). Scottsdale, AZ: Great Potential Press, Inc.
  • Rimm, S., & Lowe, B. (1988). Family environments of underachieving gifted students. Gifted Child Quarterly, 32, 353-358.
  • Robertson, E. (1991). Neglected dropouts: The gifted and talented. Equity and Excellence, 25, 62–74.
  • Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A Complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49(7), 678-694. doi:10.1002/pits.21620
  • Sarouphim, K. M. (2009). The use of a performance assessment for identifying gifted Lebanese students: Is DISCOVER effective? Journal for the Education of the Gifted, 33(2), 275–295. doi:10.1177/016235320903300206
  • Seeley, K. R. (1993). Gifted students at risk. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 263-276). Denver, CO: Love Publishing.
  • Schiltz, L. (2016). Treating the emotional and motivational inhibition of highly gifted underachievers with music psychotherapy: Meta-analysis of an evaluation study based on a sequential design. Bulletin de la Societe des sciences medicales du Grand-Duche de Luxembourg, 1, 7-26.
  • Schiltz, L. (2017). Improving aggression regulation in highly gifted underachievers: An evaluation study based on a mixed methods design. Shiraz E Medical Journal, 18(1). doi:10.17795/semj44715
  • Schober, B., Reimann, R., & Wagner, P. (2004). Is research on gender-specific underachievement in gifted girls an obsolete topic? New findings on an often discussed issue. High Ability Studies, 15(1), 43-62. doi:10.1080/1359813042000225339
  • Schultz, R. A. (2002a). Illuminating realities: A phenomenological view from two underachieving gifted learners. Roeper Review, 24(4), 203-212. doi:10.1080/02783190209554181
  • Schultz, R. A. (2002b). Understanding giftedness and underachievement: At the edge of possibility. Gifted Child Quarterly, 46(3), 193-208. doi:10.1177/001698620204600304
  • Siegle, D., McCoach, D. B., & Roberts, A. (2017). Why I believe I achieve determines whether I achieve. High Ability Studies, 28(1), 59-72. doi:10.1080/13598139.2017.1302873
  • Silverman, L. J. (1993). Counseling families. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp.151-178). Denver, CO: Love.
  • Snyder, K. E. (2013). Preventing underachievement using suggestions from intellectually gifted recent high school graduates (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3594975)
  • Snyder, K. E., & Adelson, J. L. (2017). The development and validation of the Perceived Academic Underachievement Scale. Journal of Experimental Education, 85(4), 614-628. doi:10.1080/00220973.2016.1268087
  • Snyder, K. E., Malin, J. L., Dent, A. L., & Linnenbrink-Garcia, L. (2014). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology, 106(1), 230-241. doi:10.1037/a0034553
  • Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48(4), 209-228. doi:10.1080/00461520.2013.835597
  • Sternberg, R. J., & Zhang, L. F. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88-94. doi: 10.1177/001698629503900205
  • Stoeger, H., & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal, 6(2), 261-271.
  • Tannenbaum, J. A. (1986). Giftedness: A psychosocial approach. In R. J. Sternberg & J. E. Davidson (Eds), Conceptions of giftedness (pp. 21- 52). New York: Cabridge University Press review.
  • Thummaphan, P., Yoaleo, D., Suwanmonkha, S., & Damsuwan, W. (2013). The effects of using a program applying self-regulation in combination with teacher’s social support on learning behaviors of underachieving primary students. International Journal of Behavioral Science, 8(1), 1-16.
  • Tieso, C. L. (2013). Moving the past forward. Gifted Child Today, 36(2), 96–113. doi:10.1177/1076217512474982
  • Tsai, K., & Fu, G. (2016). Underachievement in gifted students: A case study of three college physics students in Taiwan. Universal Journal of Educational Research, 4, 688 - 695. doi: 10.13189 /ujer.2016.040405
  • Van Tassel-Baska, J. (1984). The talent search as an identification model. Gifted Child Quarterly, 28(4), 172-176.
  • Veas, A., Gilar, R., Miñano, P., & Castejon, J. L. (2016). Estimation of the proportion of underachieving students in compulsory secondary education in Spain: An application of the Rasch model. Frontiers in Psychology, 7, 1-9. doi:10.3389/fpsyg.2016.00303
  • Wellisch, M. (2016). Gagne's DMGT and underachievers: The need for an Alternative Inclusive Gifted Model. Australasian Journal of Gifted Education, 25(1), 18-30.
  • White, S. L. J., Graham, L. J., & Blaas, S. (2018). Why do we know so little about the factors associated with gifted underachievement? A systematic literature review. Educational Research Review, 24, 55-66. doi:10.1016/j.edurev.2018.03.001
  • Whitmore, J. R. (1980). Giftedness, conflict and underachievement. Boston: Alyyn and Bacon.
  • Yaman, Y., & Ogurlu, Ü. (2014). Üstün yetenekli öğrencilerde beklenmedik düşük akademik başarı [Undeachievement among gifted and talented students]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 11(2), 1-21.
  • Yılmaz, S. (2018). Beklenmedik başarısızlık gösteren üstün yetenekli öğrencilerin okul başarı tutumları ile akademik öz- yeterlik inançları, algıladıkları aile otorite stilleri ve benlik saygıları arasındaki ilişkinin incelenmesi (Yayımlanmamış yüksek lisans tezi). İstanbul Aydın Üniversitesi, İstanbul.
  • Ziegler, A., & Stoeger, H. (2010). How fine motor skills influence the assessment of high abilities and underachievement in math. Journal for the Education of the Gifted, 34(2), 195-219.
  • Ziegler, A., Ziegler, A., & Stoeger, H. (2012). Shortcomings of the IQ-based construct of underachievement. Roeper Review, 34(2), 123-132. doi:10.1080/02783193.2012.660726
Toplam 116 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mehmet Bıçakcı 0000-0001-6865-9328

Mustafa Baloğlu 0000-0003-1874-9004

Yayımlanma Tarihi 1 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 22 Sayı: 3

Kaynak Göster

APA Bıçakcı, M., & Baloğlu, M. (2021). Üstün Zekâlılarda Beklenmedik Düşük Başarı (BDB): Özellikler, Etken Faktörler ve Müdahale. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(3), 771-798. https://doi.org/10.21565/ozelegitimdergisi.607979




The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

download 13337  download         download