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

Autor/inn/en	Nacaroglu, Oguzhan; Bektas, Oktay; Tüysüz, Mustafa
Titel	Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 14 (2021) 4, S.231-246 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Foreign Countries; Academically Gifted; Science Education; Critical Thinking; Self Control; Gender Differences; Age Differences; Elementary Secondary Education; Self Management; Help Seeking; Metacognition; Time Management; Repetition; Organization; Learning Strategies; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Naturwissenschaftliche Bildung; Kritisches Denken; Selbstbeherrschung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Selbstmanagement; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zeitmanagement; Wiederholung; Organisation; Organisationsstruktur; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Türkei
Abstract	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. (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01