Views of Academic Achievement of Gifted Students in Homogeneous and Heterogeneous Groups

Öz

There is a widespread expectation of high academic achievement in the literature on the identification of gifted individuals. The fact that they develop cognitively at a more advanced level than their peers leads to this expectation as a natural consequence. However, society's expectations of these individuals and the individual's self-perception and subjective assessment of academic achievement may differ. The educational environment in which the individual lives and the qualities of other individuals around them can significantly influence the individual's self-perception. The aim of this study was to investigate the subjective perceptions of gifted individuals in relation to academic achievement. To this end, the study was conducted with a group of participants consisting of gifted individuals studying in both homogeneous and heterogeneous educational environments. A total of 8 secondary school students, 4 girls and 4 boys, participated in the study. The research design was determined within the interpretive phenomenology method, one of the phenomenological approaches, in accordance with the purpose of the study. Four main findings emerged from the interviews with the participants. These findings are the role of effort in academic achievement, the effects of the uncertain ceiling, the realism of the homogeneous frame of reference, and the difference between feeling good and feeling successful.

Anahtar Kelimeler

• Academic achievement
• gifted student
• selective group
• heterogeneous group
• homogeneous group.

Özel Yetenekli Öğrencilerin Homojen ve Heterojen Gruplardaki Akademik Başarıya İlişkin Görüşleri

Öz

Özel yetenekli bireylerin tanımlanmasına yönelik alanyazında, bu bireylerin akademik anlamda yüksek başarı göstermelerine dair yaygın bir beklenti bulunmaktadır. Bilişsel açıdan akranlarına kıyasla daha ileri düzeyde gelişim göstermeleri, söz konusu beklentinin doğal bir sonuç olarak ortaya çıkmasına neden olmaktadır. Ancak, toplumun bu bireylere yönelik beklentileri ile bireyin kendisini algılayış biçimi ve akademik başarıya dair öznel değerlendirmesi farklılık gösterebilmektedir. Bireyin içinde bulunduğu eğitim ortamı ve çevresindeki diğer bireylerin nitelikleri, kişinin kendisine yönelik algısını önemli ölçüde etkileyebilmektedir. Bu çalışma, özel yetenekli bireylerin akademik başarıya ilişkin algılarını belirlemeyi amaçlamaktadır. Bu doğrultuda hem homojen hem de heterojen eğitim ortamlarında öğrenim gören özel yetenekli bireylerden oluşan bir katılımcı grubu ile araştırma gerçekleştirilmiştir. Çalışmaya, 4’ü kız ve 4’ü erkek olmak üzere toplam 8 ortaokul öğrencisi katılım sağlamıştır. Araştırma deseni, çalışmanın amacına uygun olarak fenomenoloji yaklaşımlarından yorumlayıcı fenomenoloji yöntemi çerçevesinde belirlenmiştir. Katılımcılarla gerçekleştirilen görüşmeler sonucunda dört temel bulgu elde edilmiştir. Bulgularda çabanın akademik başarıdaki rolü, belirsiz üst sınırın etkileri, homojen referans çerçevesinin gerçekçiliği ve iyi hissetmek ile başarılı hissetmek arasındaki fark olarak öne çıkmaktadır.

Anahtar Kelimeler

• Akademik başarı
• özel yetenekli öğrenci
• heterojen grup
• homojen grup.

Kaynakça

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