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ÖZERKLİK KURAMI BAKIŞ AÇISINDAN ÜSTÜN YETENEKLİ ÇOCUKLARDA MOTİVASYON

Yıl 2018, ÜSTÜN-ÖZEL YETENEKLİLERİN EĞİTİMİ, 343 - 364, 07.11.2018

Öz

Motivasyon enerji, irade, azim, aktivasyon ve niyet içeren bir kavram olmakla birlikte tanımlanması oldukça güçtür. Motivasyona ilişkin olarak günümüze
kadar pek çok kuram ileri sürüldüyse de son yıllarda insanın gelişimini büyüme ve kendini gerçekleştirmeye doğru aktif bir eğilim olarak tanımlayan
özerklik kuramı giderek ön plana çıkmaya başlamıştır. Çağımızda hala tam olarak tanımlanamayan üstün yeteneklilik açısından motivasyona bakıldığında üst düzey yeteneklere sahip çocukların temel özelliklerinden birisi olduğu görülmektedir. Bu durum; üstün yetenekli çocukların yaratıcılık, ileri yetenek gelişimi ve yüksek başarı gösterme özelliklerinin ortaya çıkmasında motivasyonun önemli bir role sahip olmasından kaynaklanmaktadır. Motivasyon bağlamında  üstün yetenekli çocukların tipik gelişim gösteren yaşıtlarından farklı özellikleri nedeniyle özellikle sosyal duygusal açıdan desteklenmeye; aileleri, öğretmenleri ve akranları tarafından benimsenmeye gereksinimleri vardır. Literatür taraması niteliğinde olan bu çalışmada özerklik kuramı çerçevesinde alanda yapılan araştırmalar incelenerek üstün yetenekli çocukların kendilerini gerçekleştirmek ve içsel motivasyonlarını arttırmak için evde ve okulda ihtiyaçlarının karşılanması; bu çocuklarla ilgili aile ve öğretmenlerin uzman kişilerce bilinçlendirilmeleri ve bu konuda kullanabilecekleri farklı strateji, yöntem ve teknikler konusunda bilgilendirilmeleri yönünde öneriler sunulmuştur.

Kaynakça

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  • WEBB, J. T., AMEND, E. R., WEBB, N. E., GOERSS, J., BELJAN, P., & OLENCHAK, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.
  • WHITE, R. W. (1963). Ego and reality in psychoanalytic theory. New York: International Universities.
  • WHYBRA, J. (1992). ”Exceptionally able children: a whole school approach.” Gifted Education International, 8(2), 86–91.
  • WILLIAMS, M. VE R. L. BURDEN (1999). Psychology for Language Teachers. Edition, Cambridge: Cambridge University.
  • WINNER, E. (1996). Gifted Children Myths and Realities. New York: Basic.
  • WOOLFOLK, A. E. (1998). Educational Psychology. Boston: Allyn&Bacon.
Yıl 2018, ÜSTÜN-ÖZEL YETENEKLİLERİN EĞİTİMİ, 343 - 364, 07.11.2018

Öz

Kaynakça

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  • NEIHART, M., REİS, S. M., ROBİNSON, N. M., & MOON, S. M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock.
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  • OLSZEWSKI-KUBILIUS, P. (2001) ‘Parenting practices that promote talent development, creativity, and optimal adjustment.’ In M. Neihart, S. Reis, N. Robinson & S. Moon (eds),
  • The Social and Emotional Development of Gifted Children: What do We Know? (pp. 205–12). Washington: Prufrock.
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  • PERLETH, C., SIERWALD, W. & HELLER,K.A. (1993).” Selected results of the Munich longitudinal study of giftedness: The multidimentional/typological giftedness model”. Rooper Review, 15(3)149-155.
  • PETERS, W. A. M., GRAGER-LOIDL, H. & SUPPLEE, P. (2000) Underachievement in gifted children and adolescents: theory and practice, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent. (pp:609–620). Oxford: Elsevier Science.
  • PEYRE, H., RAMUS, F., MELCHİOR, M., FORHAN, A. , HEUDE, B. & GAUVRİT, N. (2016). Emotional, behavioral and social difficulties among high-IQ children during the preschool period: Results of the EDEN mother–child cohort. Personality and Individual Differences, 94, 366-371.
  • PFEIFFER, S. I., & STOCKING, V. B. (2000). “Vulnerabilities of academically gifted students”. Special Services in the Schools, 16(1-2), 83–93.
  • PHILLIPS, N. & LINDSAY, G. (2006). “Motivation in gifted students”. High Ability Studies, 17 (1)57–73.
  • POMERANTZ, E. M., GROLNICK, W. S., & PRICE, C. E. (2005). The role of parents in how children approach achievement. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 259-278). New York: Guilford Press.
  • POMERANTZ, E.M., E.A. MOORMAN, AND S.D. LITWACK (2007). “The how, whom and why of parents’ involvement in children’s academic lives: More is not always better.” Review of Educational Research,77(3), 373–410.
  • RADFORD, J. (1990). Child prodigies and exceptional early achievers. Hemel Hempstead: Harvester Wheatsheaf. Özerklik Kuramı Bakış Açısından Üstün Yetenekli Çocuklarda Motivasyon Millî Eğitim Sayı 1 Özel Sayı/2018 361
  • REEVE, J. (2002). “Self-Determination Theory Applied to Educational Settings”. In E. L. Deci & R. M. Ryan (Eds.). Handbook of Self-Determination Research (pp. 183– 203). New York: University of Rochester.
  • RENZULLI, J. S. (1986) The three ring conception of giftedness: a developmental model of creative productivity, in: R. J. Sternberg & J. E. Davidson (Eds) Conceptions of giftedness. (pp.53–92). New York: Cambridge University.
  • RENZULLI, J.S. (1978). “What makes giftedness: re-examining a definition”. Phi Delta Kappan, 60, 180-184.
  • REYNOLDS, A. J., TEMPLE, J., ROBERTSON, D., & MANN, E. (2001). “Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year followup of low-income children in public schools.” Journal of the American Medical Association, 285, 2339-2346.
  • ROBINSON, A., SHORE, B. M. & ENERSEN, D. L. (2014). Üstün zekalılar eğitiminde en iyi uygulamalar (Çev.Ed. Hüseyin Ogurlu, Fatih Kaya), Ankara: Nobel.
  • ROBINSON, N. M. (1990). Parents and the development and education of gifted students, Fundamentals of gifted education considering multiple perspectives (Ed. Carolyn M. Callahan, Holly L. Hertberg-Davis, UK: Routledge.
  • ROE, A. (1983). Early background of eminent scientists, in: R. S. Albert (Ed.) Genius and eminence: the psychology of creativity and exceptional achievement. (pp.170–181). Oxford: Pergamon.
  • ROEDELL, W. (1984). “Vulnerabilities of the Gifted Children”. Roeper Review, 6(3), 127-130.
  • ROGERS, C. (1963). The actualizing tendency in relation to “motives” and to consciousness. In M/ R. Jones (Ed.), Nebraska symposium on motivation (pp.11,1-24). Lincoln, NE: University of Nebraska.
  • RYAN R. M. & DECI, E. L. (2000). “Self-determination theory and the facilitation of intrinsic motivation, social development and well-being.” American Psychologist, 55, 68-78.
  • RYAN, R. M. & DECI, E. L. (2002). An overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester
  • RYAN, R. M. (1995). “Psychological needs and the facilitation of integrative processes”. Journal of Personality, 63: 397-427.
  • RYAN, R. M., & CONNELL, J. P. (1989). “Perceived locus of causality and internalization”. Journal of Personality and Social Psychology, 57, 749-761.
  • RYAN, R. M., & DECI, E. L. (2015). “Toward a social psychology of assimilation: self-determination theory in cognitive development and education,” in B. W. Sokol, F. M. E. Grouzet, and U. Muller (Eds.) SelfRegulation and Autonomy: Social and Developmental Dimensions of Human Conduct (pp.191–207).New York: Cambridge University.
  • H. Elif Dağlıoğlu 362 Millî Eğitim Sayı 1 Özel Sayı/2018
  • RYAN, R. M., DECI, E. L., GROLNICK, W. S., & LA GUARDIA, J. G. (2006). The significance of autonomy and autonomy support in psychological development of psychopathology. In
  • D. Cicchetti & D. J. Cohen, (Eds.), Developmental psychopathology (2nd ed., Vol. 1, pp. 795-849). New York: Wiley.
  • RYAN, R. M., STILLER, J., & LYNCH, J. H. (1994). “Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem”. Journal of Early Adolescence, 14, 226-
  • SARANLI, A. G. (2015). “Üstün Yetenekli Okul Öncesi Çocuklarına Yönelik Bir Erken Müdahale Yöntemi Uygulaması: Erken Zenginleştirme” II. Uluslararası Avrasya Eğitim Araştırmaları Kongresi. Hacettepe Üniversitesi, Ankara.
  • SARANLI, A. G. (2017). “Eş Zamanlı Olmayan Gelişimin Üstün Yetenekli Çocuklardaki Gelişimi Üzerine bir Vaka İncelemesi.” Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi18 (1), 1-20.
  • SCHNEİDER, W. (2000). Giftedness, expertise and (exceptional) performance: a developmental perspective, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (pp: 165-178). Oxford: Elsevier Science.
  • SIEGLE, D. & MCCOACH, D. B. (2005).‘Making difference: motivating gifted students who are not achieving.’ Teaching Exceptional Children, 38 (1), 22–7.
  • STERNBERG, R. J. (2000). Giftedness as developing expertise, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (pp:55-66). Oxford: Elsevier Science.
  • STERNBERG, R. J. (2007). “Finding students who are wise, practical, and creative”. The Chronicle of Higher Education, 53(44), 11.
  • STREET, P. (2001). “The role of motivation to the academic achievement of gifted secondary students”, Gifted Educational International, 15(2), 164–177.
  • SUTHERLAND, M. J. (2006). The early years setting-an inclusive framework. Chris M. M. Smith (Ed.), Including the gifted and talented- Making inclusion work for more gifted and able learners içinde (s. 56-68). London: Routledge.
  • TIESCO, C. (1999). Meeting The Socio- Emotional Needs of Talented Teens. Gifted Child Today Magazine, 22(3), 38-43.
  • TORTOP, H. S., ve EKER, C. (2014). “Üstün Yetenekliler Eğitim Programlarında Öz-Düzenlemeli Öğrenme Neden Yer Almalıdır?” Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 2(1), 23-41.
  • UDVARİ, S. J. & SCHNEIDER, B. H. (2000). “Motivation and achievement: competition and the adjustment of gifted children: a matter of motivation,” Roeper Review, 22(4), 212–216.
  • VALLERAND, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271-360). San Diego, CA: Academic.
  • Özerklik Kuramı Bakış Açısından Üstün Yetenekli Çocuklarda Motivasyon Millî Eğitim Sayı 1 Özel Sayı/2018 363
  • WEBB, J. T., AMEND, E. R., WEBB, N. E., GOERSS, J., BELJAN, P., & OLENCHAK, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.
  • WHITE, R. W. (1963). Ego and reality in psychoanalytic theory. New York: International Universities.
  • WHYBRA, J. (1992). ”Exceptionally able children: a whole school approach.” Gifted Education International, 8(2), 86–91.
  • WILLIAMS, M. VE R. L. BURDEN (1999). Psychology for Language Teachers. Edition, Cambridge: Cambridge University.
  • WINNER, E. (1996). Gifted Children Myths and Realities. New York: Basic.
  • WOOLFOLK, A. E. (1998). Educational Psychology. Boston: Allyn&Bacon.
Toplam 130 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

H. Elif Dağlıoğlu Bu kişi benim 0000-0002-7420-815X

Yayımlanma Tarihi 7 Kasım 2018
Yayımlandığı Sayı Yıl 2018 ÜSTÜN-ÖZEL YETENEKLİLERİN EĞİTİMİ

Kaynak Göster

APA Dağlıoğlu, H. E. (2018). ÖZERKLİK KURAMI BAKIŞ AÇISINDAN ÜSTÜN YETENEKLİ ÇOCUKLARDA MOTİVASYON. Milli Eğitim Dergisi, 47(1), 343-364.