ÖZEL YETENEKLİ VE NORMAL GELİŞİM GÖSTEREN ÖĞRENCİLERİN AHLAKİ KİMLİK VE ÖZGECİLİK DÜZEYLERİNİN İNCELENMESİ

Yıl 2018, Cilt: 18 Sayı: 4, 2207 - 2226, 28.12.2018

Adnan Özbey , Fatıma Firdevs Adam Karduz

https://doi.org/10.17240/aibuefd.2018.18.41844-432053

Cited By: 1

Öz

Bu çalışmanın temel amacı, üstün yetenekli ve normal gelişim
gösteren öğrencilerin ahlaki kimlik ve özgecilik düzeylerini karşılaştırmaktır.
Bir diğer amaç ise üstün yetenekli öğrencilerin ahlaki kimlik ile özgecilik
düzeyleri arasındaki olası ilişki düzeyini saptamaktır. Çalışmada, ilişkisel
tarama modeli kullanılmıştır. Çalışmada veri toplamak amacıyla İzmir ilinde
uygun örnekleme ile seçilmiş 333’ü(%74.8) normal öğrenci ve 112’si (%25.2)
üstün zekâ/yetenekli BİLSEM öğrencisi olmak üzere toplamda 445 ortaokul
öğrencisinden yardım alınmıştır. Öğrencilerin 220’si (% 49.4) kız, 225 (%51.6)
erkektir. Veri toplamak amacıyla Ahlaki Kimlik Ölçeği ile Özgecilik Ölçeği
kullanılmıştır. Veriler analiz edilirken t testi, Pearson momentler çarpımı
korelasyon analizi ve regresyon analizi kullanılmıştır. Araştırmada t testi
sonuçlarına göre üstün yeteneklilerin ahlaki kimlik düzeyleri ile özgecilik
düzeyleri normal öğrencilerden istatistiksel olarak anlamlı şekilde yüksek
çıkmıştır.  Pearson korelasyon analizi
sonucunda üstün yetenekli öğrencilerin ahlaki kimlikleri ile özgecilik
düzeyleri arasında istatistiksel olarak anlamlı ve pozitif yönde bir ilişki
bulunmuştur. Regresyon analizi sonucunda üstün yetenekli öğrencilerin ahlaki
kimliklerinin özgecilik düzeylerini istatistiksel olarak anlamlı şekilde
yordadığı görülmüştür.

Anahtar Kelimeler

Üstün zekâ/yetenek, ahlaki kimlik, özgecilik

Kaynakça

• Abu Bakar, A.;Ishak, N. M. &Abidin, M.H.Z. (2013). The relationship between domains of empathy and leadership skillsamong gifted and talented students. Procedia - Social and Behavioral Sciences 116, 765 – 768.
• Al-Onizat, S. H. (2012). The relationship between emotional intelligence and academic adaptation among gifted and non-gifted student. Journal of Human Sciences, 9(1), 222-248.
• Andreani, O.,& Pagnin, A. (1993). Nurturing the moral development of the gifted. International handbook of research and development of giftedness and talent, 539-553.
• Argan, M. T.,& Argan, M. (2017). Do Altruistic Values of An Individual Reflect Personality Traits?International Journal of Recent Advances in Organizational Behaviour and Decision Sciences (IJRAOB) An Online International Research Journal 3(1), 858-871.
• Aquino, K.,& Reed, A. (2002). The self-importance of moral identity. Journal of Personality and Social Psychology, 83(6), 1423-1440.
• Batson, C. D. (2003). Altruism and prosocial behavior, “Weiner IB (ed): Handbook of Social Psychology, 5. 463–485, John Wiley & Sons, Inc., Newyork.
• Bear, G. G. (1983). Moral reasoning, classroom behavior, and the intellectually gifted. Journal for the Education of the Gifted, 6(2), 111-119.
• Berkowitz, M. W.,& Hoppe, M. A. (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142.
• Charbonneau, D.,& Nicol, A. A. (2002). Emotional intelligence and prosocial behaviors in adolescents. Psychological Reports, 90(2), 361-370.
• Clark, B. (1983). Growing up gifted: Developing the potential of children at home and at school (2 ed.). Columbus: Charles E. Merrill Publishing Company.
• Damon, W.,& Hart, D. (1992). Self-understanding and its role in socialand moral development. In M. Bornstein & M. E. Lamb (Eds.), Developmentalpsychology: An advanced textbook (3rd ed., pp. 421–464).Hillsdale, NJ: Erlbaum.
• Derryberry, W. P., Wilson, T., Snyder, H., Norman, T., & Barger, B. (2005). Moral judgment developmental differences between gifted youth and college students. Journal of Secondary Gifted Education, 17(1), 6-19.
• Dibou,T. (2012). Thinking about altruism. Studies of Changing Societies: Comparative and Interdisciplinary Focus 2(4).
• Easterbrook, G. (2003). The progress paradox: How life gets betterwhile people feel worse. New York: Random House.
• Eisenberg-Berg, N. (1979). Relationship of Prosocial Moral Reasoning to Altruism, Political Liberalism, and Intelligence. Developmental Psychology, 15(1), 87.
• Ekşi, H.; Sayın, M.; Çelebi, Ç. D. (2016). Üniversite öğrencilerinin özgecilik ve otantiklikseviyeleri arasındaki ilişkinin incelenmesi, Değerler Eğitimi Dergisi 14 (32), 79-102.
• Eyre, D. (1999). Ten years of provision for the gifted in Oxfordshire ordinary schools: insights into policy and practice. Gifted and Talented International, 14(1), 12-20.
• Feigin, S., Owens, G., & Goodyear-Smith, F. (2014). Theories of human altruism: A systematic review. Annals of Neuroscience and Psychology, 1(1). Retrieved from Interdisciplinary Focus, 2(4).http://www.vipoa.org/neuropsychol
• FeldmanHall, O., Dalgleish, T., Evans, D., & Mobbs, D. (2015). Empathic concern drives costly altruism. Neuroimage, 105, 347-356.
• FitzPatrick, W. J. (2017). Human altruism, evolution and moral philosophy. Royal Society open science, 4(8), 170441.
• Freeman, J. (2008): ‘Morality and giftedness’ (141-148), in T. Balchin, B. Hymer, & Mathews, D. (Eds.) The Routledge International Companion to Gifted Education. Londonand New York: Routledge.
• Furnham, A., Treglown, L., Hyde, G., & Trickey, G. (2016). The bright and dark side of altruism: Demographic, personality traits, and disorders associated with altruism. Journal of Business Ethics, 134(3), 359-368.DOI 10.1007/s10551-014-2435-x
• Fry, B. N.,& Runyan, J. D. (2018). Teaching empathic concern and altruism in the smartphone age. Journal of Moral Education, 47(1), 1-16.
• George, D. (1992). The Challenge of the Able Child. London: David Fulton.
• Ghani, W. Y. A.(2016). Emotional Intelligence among kindergarten Gifted Children, Irbid-Jordan. International Journal of Education and Social Science, 3 (12), 17-28.
• Gibson, K. L.,& Landwehr-Brown, M. (2009). Moral development in preparing gifted students for global citizenship. In Morality, ethics, and gifted minds (pp. 301-312). Springer, Boston, MA.
• Gintis, H., Bowles, S., Boyd, R., & Fehr, E. (2003). Explaining altruistic behavior in humans. Evolution and Human Behavior, 24(3), 153-172.
• Gross, M.U.M. (1989). The pursuit of excellence or the search for intimacy? The forced‐choice dilemma ofgifted youth. Roeper Review, 11(4), 189-194.
• Gross, M. U. M. (1993). Exceptionally gifted children. London: Routledge.
• Han, R., Shi, J., Yong, W., & Wang, W. (2012). Intelligence and prosocial behavior: do smart children really act nice?. Current psychology, 31(1), 88-101. https://doi.org/10.1007/s12144-012-9133-6
• 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.
• 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.DOI: 10.1037/a0033598
• Hardy, S. A.,& Carlo, G. (2011a). Moral identity: What is it, how does it develop, and is it linked to moral action?. Child Development Perspectives, 5(3), 212-218.
• Hardy, S. A.,& Carlo, G. (2011b). Moral identity. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory andresearch (Vol. 2, pp. 495–513). doi:10.1007/978-1-4419-7988-9_19
• Hollingworth, L. S. (1942). Children above 180 IQ :Standford-Binet origin anddevelopment. New York: Arno Press.Howard-Hamilton, M. F. (1994). Anassessment of moral development in gifted adolescents. Roeper Review, 17(1),57 - 59.
• Howard‐Hamilton, M. F. (1994). An assessment of moral development in gifted adolescents. Roeper Review, 17(1), 57-59.
• Huber, J. T.,& MacDonald, D. A. (2012). An investigation of the relations between altruism, empathy, and spirituality. Journal of Humanistic Psychology, 52(2), 206-221.
• Janos, P. M.,& Robinson, N. M. (1985). Psychosocial development in intellectually gifted children. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 149-195). Washington, DC, US: American Psychological Association.http://dx.doi.org/10.1037/10054-006
• Kahana, E., Tirth, B., Lovegreen, L. D., Kahana, B., & Midlarsky, E. (2013). Altruism, helping, and volunteering: pathways to well-being in late life. Journal of Aging and Health, 25(1), 159–187.
• Khasawneh, O.,& Aldiabat, M. İ. (2017). Differences in Emotional (Affective) Intelligence among Gifted and Ordinary Students. International Journal of Humanities and Social Science Invention6(3), 06-11.
• Karataş, Y.,& Sarıcam, H. (2016). The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted ChildrenGlobal Journal of Psychology Research. 6(1), 10-19.
• Karnes, F. A.,& Brown, K. E. (1980). Moral development and the gifted: An initial investigation. Roeper Review, 3(4), 8-10.
• Lapsley, D. (2015). Moral identity and developmental theory. Human Development, 58(3), 164-171.
• Lapsley, D. K.,& Narvaez, D. (2006). Moral development, self, and identity. Mahwah, NJ: Lawrence Erlbaum Associates.
• Lawton, M. P., Moss, M. S., Winter, L., & Hoffman, C. (2002). Motivation in later life: Personal projects and well-being. Psychology and aging, 17(4), 539. http://dx.doi.org/10.1037/0882-7974.17.4.539
• Kim, Y. S.;Baik, G. I (2000). The Relationship between Emotional Intelligence Quotient and Altruism of Elementary School Students. Korean Journal of Child Studies 21(1): 295-306
• Lee, H. J. (2013). The relationship between emotional intelligence and altruism among South Korean central government officials. Social Behavior and Personality: an international journal, 41(10), 1667-1679.
• Lee, M. T., Poloma, M. M., & Post, S. G. (2013). The heart of religion: Spiritual empowerment, benevolence, and the experience of God's love. Oxford University Press.
• Lovecky, D. V. (1997). Identity development in gifted children: Moral sensitivity. RoeperReview, 20(2), 90-94. https://doi.org/10.1080/02783199709553862
• Mandal, M. B.,& Mehera, C. (2017). Relationship between Altruism and Emotional Intelligence among Adolescent children of Working and non-working Mothers. Educational Quest, 8, 389.
• Morrow-Howell, N. (2010). Volunteering in later life: Research frontiers. The Journals of Gerontology: Series B, 65(4), 461-469. https://doi.org/10.1093/geronb/gbq024
• Mueller, C. E. (2009). Protective factors as barriers to depression in gifted and non gifted adolescents. Gifted Child Quarterly, 53, 3-14.
• Narváez, D. (1993). High achieving students and moral judgment. Journal for the Education of the Gifted, 16(3), 268-279.
• O’Connor, R.M.;Little, I.S. (2003). Revisiting the predictive validity of emotionalintelligence: Self-report versus ability-based measures. Personality and Individual Differences, 35, 1893-1902.
• Oda, R., Machii, W., Takagi, S., Kato, Y., Takeda, M., Kiyonari, T., ... & Hiraishi, K. (2014). Personality and altruism in daily life. Personality and Individual Differences, 56, 206-209.https://doi.org/10.1016/j.paid.2013.09.017
• Özbay, Y.,& Palancı, M. (2011). Üstün yetenekli çocuk ve ergenlerin psikososyal özellikleri. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (22). 89-108.
• Özbey, A. (2016).Üstün zekâ/yetenekli ve normal öğrencilerde insani değerler, duyarlı sevgi, sosyal güven ve memnuniyet düzeylerinin karşılaştırılması. Yayınlanmamış Doktora Tezi. Dumlupınar Üniversitesi.Kütahya.
• Pagnin, A.,& Andreani, O. (2000). New trends in research on moral development in thegifted. In K. A. Heller, F. J. Monks & A. H. Passow (Eds.), International handbookof research and development of giftedness and talent (pp. 467 - 489). Oxford: Elsevier Science.
• Piechowski, M. M. (1991). Emotional development and emotional giftedness. Handbook of gifted education, 2, 366-381.
• Pramathevan, G. S.,& Garces-Bacsal, R. M. (2012). Factors influencing altruism in the context of overseas learning experiences among gifted adolescent girls in Singapore. Roeper Review, 34(3), 145-157. https://doi.org/10.1080/02783193.2012.686421
• Post, S. G. (2005). Altruism, happiness, and health: It’s good to be good. International journal of behavioral medicine, 12(2), 66-77.
• Post, S. G. (2011). The hidden gifts of helping: How the power of giving, compassion, and hope can get us through hard times. San Francisco, CA: John Wiley & Sons.
• Post, S. G., Underwood, L. G., Schloss, J. R., & Hurlbut, W. B. (2002). Altruism and altruistic love: Science, philosophy andreligion in dialogue. New York: Oxford University Press
• Räsänen, A., Tirri, K., & Nokelainen, P. (2006). The moral and religious reasoning of gifted adolescence. Nordic perspectives on religion, spirituality and identity, 97-111.
• Rest, J. R. (1994). Moral development in the professions: Psychology and applied ethics. Psychology Press.
• Robinson, N. M., Zigler, E., & Gallagher, J. J. (2000). Two tails of the normal curve: Similarities and differences in the study of mental retardation and giftedness. American Psychologist, 55, 1413–1424. doi:10.1037/0003-066X.55.12.1413
• Roeper, A.,& Silverman, L. K. (2009). Giftedness and moral promise. In Morality, ethics, and gifted minds (pp. 251-264). Springer, Boston, MA.
• Ruf, D. (2009). Self-actualization and morality of the gifted: Environmental, familial, and personal factors. In Morality, ethics, and gifted minds (pp. 265-283). Springer, Boston, MA.
• Salarzehi, H., Yaghoubi, N. M., Naroei, M., & Sin, L. G. (2011). A survey of relationship between emotional intelligence and organizational citizenship behavior in Iran. International Business and Management, 3(1), 130-135.
• Sarıçam, H., Karduz, F. F. A., Özbey, A., & Çelik, Z. (2017). Üstün zekâlı/yetenekli öğrenciler ile normal gelişim gösteren öğrencilerin duygusal zekâ düzeylerinin karşılaştırılması. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 461-485.
• Scott, N.,& Seglow, J. (2007). Altruism. McGraw-Hill Education (UK). Open University Press.
• Schwean, V. L., Saklofske, D., Widdifield-Konkin, L., Parker, J. D., & Kloosterman, P. (2006). Emotional intelligence and gifted children. Sensoria: A Journal of Mind, Brain & Culture, 2(2), 30-37.
• Seligman, M. E. P. (2007). Gerçek mutluluk. (Çev: S. Kunt Akbaş), Ankara: HYB Basım Yayın.
• Silverman, L. K. (1993b). The gifted individual. In L. K. Silverman (Ed.), Counseling gifted and talented (pp. 3 - 28). Denver: Love Publishing.
• Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110-116.
• Sisk, D.A. (1982). Caring and sharing: Moral development of gifted students. Elementary school journal, 82, 221-229.
• Spreacker, A. (2001). Educating for moral development. Gifted education international, 15(2), 188-193.
• Subotnik, R. F., Olszewski-Kubilius, P., Worrell, F. C. (2011): Rethinking giftedness and gifted education:A proposed direction forward based onpsychological science. Psychological Science in the Public Interest 12(1) 3–54. DOI: 10.1177/1529100611418056
• Terman, L. M. (1925). Genetic studies of genius: Mental and physical traits of a thousandgifted children (Vol. 1). California: Stanford University Press.
• Van Lange, P. A. (2008). Does empathy trigger only altruistic motivation? How about selflessness or justice?. Emotion, 8(6), 766.
• Yaman, F. (2013). Tüketici davranışı olarak özgeciliğin incelenmesi,Tüketici ve Tüketim Araştırmaları Dergisi, 5 (1), 79-92.
• Yavaş, T. (2009). Üstün yetenekli öğrencilerin güzel ahlak bağlamında iyilik sınıfı algıları.I.Ulusal İyilik Sempozyumu(20-21 Haziran, 2009). Elazığ. 94-103.
• Yeh, L. (2011). Moral Reasoning and Ego Identity Status in Academically Gifted Adolescents (Doctoral dissertation, School of Education, University of New South Wales).
• Xi, J., Lee, M., LeSuer, W., Barr, P., Newton, K., & Poloma, M. (2017). Altruism and Existential Well-Being. Applied Research in Quality of Life, 12(1), 67-88.