Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students

NACAROĞLU O., BEKTAŞ O., TÜYSÜZ M.

JOURNAL OF EFFICIENCY AND RESPONSIBILITY IN EDUCATION AND SCIENCE, cilt.14, sa.4, ss.230-246, 2021 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 14 Sayı: 4
  • Basım Tarihi: 2021
  • Doi Numarası: 10.7160/eriesj.2021.140403
  • Dergi Adı: JOURNAL OF EFFICIENCY AND RESPONSIBILITY IN EDUCATION AND SCIENCE
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Sayfa Sayıları: ss.230-246
  • Anahtar Kelimeler: Science, self-regulation, gifted students, non-gifted students, survey, GENDER-DIFFERENCES, PERFORMANCE, ORIENTATION, STRATEGIES, TEACHERS
  • Sivas Cumhuriyet Üniversitesi Adresli: Hayır

Özet

The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.