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Investigation of the relationship between gifted students' attitudes to collaborative learning and their perfectionist structure

Yıl 2023, Cilt: 11 Sayı: 3 - September 2023, 325 - 348, 02.10.2023

Şefika Doğan Şirin Yılmaz

https://doi.org/10.17478/jegys.1325115

Öz

The aim of this study is to examine the relationship between gifted students' attitudes towards cooperative learning and their perfectionist structures and to investigate the views of gifted students on perfectionism and cooperative learning. This research is a mixed method research. Relational survey design was used in the quantitative part of the study. The relationship between the perfectionism levels of gifted students and their participation in cooperative learning environments was examined. In the qualitative part of the study, case study was used. By making more detailed examinations with semi-structured interview questions, it is aimed to touch on the perfectionist structures of gifted students and the reasons underlying the basic thoughts that affect whether they want to participate in cooperative learning environments or not. The sample of the research consists of 5th grade 242 gifted students studying at Science and Art Centers in Istanbul. In data collection, the Attitude Scale of Gifted Students towards Cooperative Learning and the Compatible-Incompatible Perfectionism Scale to determine their level of perfectionism. As a result of the research, it can be stated that students' attitudes towards cooperative learning are high, adaptive perfectionism is high, and maladaptive perfectionism is low. In the study, it was determined that there was a weak, positive and significant relationship between students' adaptive perfectionism and their attitudes towards avoidance and cooperative learning. It was determined that there was a moderate, positive and significant relationship between students' adaptive perfectionism and disposition. Accordingly, it can be said that as adaptive perfectionism increases, attitudes towards avoidance, disposition and cooperative learning increase. It was determined that adaptive perfectionism was a significant predictor of students' attitudes towards cooperative learning scale avoidance and disposition sub-dimension and attitude scores towards cooperative learning. According to this result, it can be said that the avoidance sub-dimension scores in their attitudes towards cooperative learning can be predicted by examining the adaptive perfectionism scores or situations of the students. Findings obtained semi-structured interview questions show that students have positive and negative attitudes towards cooperative learning and perfectionism. In line with the findings, suggestions are presented.

Anahtar Kelimeler

Gifted Students Cooperative Learning Perfectionist Structure mixed type research Science and Art Center

Kaynakça

  • Açıkgöz, K. (2009). Aktif öğrenme (Active learning). İzmir, Biliş Eğitim Yayınları.
  • Akbüber, B. A., Erdik, E., Güney, H., Gaye Ç. G. & Akbüber, C. (2019). Bilim ve Sanat Merkezleri’nde özel yetenekli öğrencilerin sorunlarının değerlendirilmesinde bir yöntem önerisi: Özel yetenekli çocuk çalıştayı. (The Gifted Student Workshop: A method proposal for the evaluation of gifted student problems in Science and Art Centers)Journal of Gifted Education and Creativity, 6(1), 22-39.
  • Akgül, S. 6 Nuhoğlu, H. (2020). Üstün yetenekli öğrencilerin matematik kaygısı ve mükemmeliyetçilik düzeylerinin incelenmesi (Examining mathematics anxiety and the level of perfectionism of gifted and talented students).Yaşadıkça Eğitim, 34,(2), 299-312
  • Arslan, A. & Zengin, R. (2016). İşbirlikli öğrenme yönteminin bilimsel ve sosyal beceriler üzerindeki etkisi (The effect of cooperative learning on scientific and social skills). Adıyaman University Journal of Educational Sciences, 6(1), 23-45.
  • Ataş, M. S. & Sirem, Ö. (2020). Özel yetenekli öğrencilerin akran ilişkilerinin öğretmen görüşlerine göre incelenmesi (Investigation of superior talent students' peer relations within the teachers' views).Journal of History School, 48, 3256-3273.
  • Baş, A. U. (2010). Uyumlu-uyumsuz mükemmeliyetçilik ölçeğinin Türkçe’ye uyarlanması (Turkish adaptation of adaptive-maladaptive perfectionism scale). Türk Psikolojik Danışma ve Rehberlik Dergisi, 43(4), 128-138.
  • Baş, G. (2012). The effects of cooperative learning method on students’ achievement and attitudes towards English lesson. Journal of Theory and Practice in Education, 8(l), 72-93.
  • Baykoç Dönmez, N. (2009). NB İlgi ve Yetenek Alanları Geliştirme Programı. Sağlıkta Gelişimde Eğitimde Çocuk, 7-9 Ekim 2009, Hacettepe Üniversitesi Kongre Merkezi Türkiye Üstün Yetenekli Çocuklar 2. Ulusal Kongresi, 25-27 Mart 2009 Anadolu Üniversitesi, Eskişehir (Düzenleyen: Anadolu Üniversitesi Eğitim Fakültesi Üstün Zekâlıların Eğitimi Anabilim Dalı).
  • Bıçakçı, M. (2021). Özel yeteneklilik (üstün zekâlılık) nedir? Üstün zekâ dendiğinde kastedilen nedir? (What is giftedness? What is meant by giftedness?) https://evrimagaci.org/ozel-yeteneklilik-ustun-zekalilik-nedir-ustun-zeka-dendiginde-kastedilen-nedir-11070
  • Bildiren, A. (2013). Üstün yetenekli öğrencilerin öğrenme stillerinin incelenmesi (Investigation of learning styles of gifted students). Üstün Zekâlılar Eğitimi Araştırmaları Dergisi, 1(1), 10-21.
  • Bilgin, İ. & Gelici, Ö. (2011). İşbirlikli öğrenme tekniklerinin tanıtımı ve öğrenci görüşlerinin incelenmesi (Introducing cooperative techniques and examining students’ opinions). Adıyaman University Journal of Educational Sciences, 1(1), 40-70.
  • Bilgin, İ., Aktaş, İ. & Çetin, A. (2014). İşbirlikli öğrenme teknikleri hakkında öğretmen ve öğrenci görüşlerinin karşılaştırmalı olarak incelenmesi. (Examination comparatively of teachers’ and students’ opinions about cooperative learning techniques in science education).Bartın University Journal of Faculty of Education, 3, (2).334-367.
  • ARC Guideline (BİLSEM Yönergesi)(2023). Ministry of National Education, Art and Science Centre Guideline. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
  • Chan, D. W. (2007). Positive and negative perfectionism among chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal for the Education of the Gifted, 31, 77-102.
  • Christopher, M. M. & Shewmaker, J. (2010). The relationship of perfectionism to affective variables in gifted and highly able children. Gifted Child Today, 33(3), 20-30.
  • Çetin, A. & Ünsal, S. (2020). Özel yetenekli öğrenciyi anlamak: bir durum çalışması. (Understanding a gifted gtudent: A case study). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(1), 123-148.
  • Davis, G.A. (2006). Gifted children and gifted education: A practical guide for teacher and parents. Scottsdale, AZ: Great Potential Press, Inc.
  • Demirel, Ö. (2002). Kuramdan uygulamaya eğitimde program geliştirme (Programme development in education from theory to practice). Ankara: Pegem Yayıncılık.
  • Doymus, K., Şimşek, U., Karaçöp, A. & Ada, S. (2009). Effects of two cooperative learning strategies on teaching and learning topics of thermochemistry. World Applied Science Journal, 7(1), 34-42.
  • Doymuş, K., Şimşek, Ü., & Bayrakçeken, S. (2004). İşbirlikçi öğrenme yönteminin fen bilgisi dersinde akademik başarı ve tutuma etkisi (The effect of cooperative learning method on academic achievement and attitude in science course). Türk Fen Eğitimi Dergisi, 1(2), 103-115.
  • Doymuş, K., Şimşek, Ü., & Karaçöp, A. (2009). The effects of computer animations and cooperative learning methods in micro, macro and symbolic level learning of states of matter. Eurasian Journal of Educational Research, 36, 109-128.
  • Epçaçan, U. & Oral, B. (2019). Özel yetenekli öğrencilerin BİLSEM’deki öğretim uygulamalarına ilişkin görüşleri (The perceptions of talented students about teaching practicesn SAC). Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7,(13), 139-166.
  • Fletcher, K. L. & Speirs Neumeister, K. L. (2012). Research on perfectionism and achievement motivation: implications for gifted students. Psychology in the Schools, 49, sayı 7, ss.668-677.
  • Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education, New York, McGraw-Hill Press, 7th Ed.
  • Genç, M. & Şahin, F. (2015). İşbirlikli öğrenmenin başarıya ve tutuma etkisi (The effects of cooperative learning on attitude and achievement). Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(1), 75-396.
  • Gerring, J. (2009). Case study research: Principles and practices, Cambridge, Cambridge University Press.
  • Gökkaya, M. (2016). Bir grup üniversite öğrencisinde sosyal kaygı, depresyon ve anne-baba tutumları ile mükemmeliyetçilik eğilimleri ve üniversiteye uyum arasındaki ilişkinin değerlendirilmesi (Evaluation of the relationship between social anxiety, depression, parental attitudes, perfectionism tendencies and adjustment to university in a group of university students ). (Unpublished Master's thesis, Işık Üniversitesi).
  • Gull, F. & Shehzad, S. (2015). Effects of cooperative learning on students' academic achievement. Journal of Education and Learning, 9(3), 46-255.
  • Güler, G. & Doğan, Ş. (2022). Collaborative learning attitude scale for gifted students: reliability and validity study. The Turkish Online Journal of Educational Technology, Özel Sayı, 33-40.
  • Jeong, H. W. G. (2010). Teachers' perceptions of gifted and talented early childhood students (three-eight years). (Unpublished PhDThesis.), Saint Luis University, USA.
  • Johnson, R. T. & Johnson, D. W. (1987). How can we put cooperative learning into practice?. Science Teacher, 54(6)40-46.
  • Kaçmaz, N. & Demirtaş, V. Y. (2020). Özel yetenekli çocuklarda öz-düzenlemeli öğrenme, öz-yeterlik ve mükemmeliyetçilik (The self-regulated learning, self-efficacy and perfectıonism in gifted chidren). Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(1), 389-404.
  • Kahraman, S. & Pedük, Ş. B. (2014). 6, 7 ve 8. sınıf üstün yetenekli öğrencilerin mükemmeliyetçilik düzeylerinin belirlenmesi. (A study of perfectıonısm levels of 6th, 7th and 8th grade gıfted students). Trakya Üniversitesi Sosyal Bilimler Dergisi, 16, (2), 137-150.
  • Karasar, N. (2016). Bilimsel araştırma yöntemi (Scientific research methods). Ankara, Nobel Akademik Yayıncılık.
  • Kaya, S. (2013). İşbirlikli öğrenme ve akran değerlendirmenin akademik başarı, bilişüstü yeti ve yardım davranışlarına etkisi (The effect of cooperative learning and peer assessment on academic achievement, metacognitive ability and helping behaviours). (Yayınlanmamış yüksek lisans tezi), Eğitim Bilimleri Enstitüsü, Cumhuriyet Üniversitesi.
  • Leana-Taşçılar, M., Özyaprak, M., Güçyeter, Ş., Kanlı, E., & Camcı, E. S. (2014). Üstün zekâlı ve yetenekli çocuklarda mükemmeliyetçiliğin değerlendirilmesi (Evaluation of perfectionism for gifted and talented children). HAYEF Journal of Education, 11(1), 31-45.
  • LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22(3), 182-185.
  • Mofield, E., & Parker Peters, M. (2019). Understanding underachievement: Mindset, perfectionism, and achievement attitudes among gifted students. Journal for the Education of the Gifted, 42(2), 107-134.
  • Muñoz-Martínez, Y., Monge-López, C., & Torrego Seijo, J. C. (2020). Teacher education in cooperative learning and its influence on inclusive education. Improving Schools, 23(3), 277-290.
  • Nacaroğlu, O. (2020). Özel yetenekli ve normal gelişim gösteren öğrencilerin 21. yüzyıl becerilerinin incelenmesi (Examination of 21st century skills of gifted and average students). Ankara University Journal of Faculty of Educational Sciences, 53(2), 693-722.
  • Özkan, M. U (2013). Üstün yetenekli çocukların özellikleri. https://tr-static.eodev.com/files/d9c/d8793dba8f44fcfbb8c867bf238e8c2e.pdf
  • Parker, W. D. (2000). Healthy perfectionism in the gifted. Journal of Secondary Gifted Education, 11(4), 173–183
  • Renzulli, J. S. (2016). The three-ring conception of giftedness: a developmental model for promoting creative productivity in the reflections on gifted education, 55-90, London, Rotuledge Press.
  • Rice, K. G., Ashby, J. S. & Preusser, K. (1996). Perfectionism, relationships with parents, and self-esteem. Individual Psychology, 52, 246-260.
  • Schuler, P. A. (2000). Perfectionism and gifted adolescents. Journal of Secondary Gifted Education, 11(4), 183-196.
  • Stoeber, J. & Rambow, A. (2007). Perfectionism in adolescent school students: relations with motivation, achievement, and well-being. Personality and Individual Differences, 42(7), 1379-1389.
  • Tamul, Ö. F. (2019). Üstün yetenekli öğrencilerin mükemmeliyetçilik düzeyleri ve öğrencilerin algılarına göre ailelerinin çocuk yetiştirme tutumları arasındaki ilişki (The relationship between the perfectionism levels of gifted students and their perceptions of their families towards child rearing attitudes). Ihlara Eğitim Araştırmaları Dergisi, 4 (2), 155-173.
  • Tanık Önal, N., & Büyük, U. (2020). Üstün zekâlı olmak (To be a gifted child). Journal of National Education, 49(228).
  • Tunç, M. (2016). İşbirlikli öğrenmenin öğrenme stilleri üzerine etkisi (The effect of cooperative learning on learning styles). (Yayınlanmamış doktora tezi). Sosyal Bilimler Enstitüsü, Recep Tayip Erdoğan Üniversitesi.
  • Ünal, N. E., & Sak, U. (2020). Sıra dışı olanlar: Özel yetenekli yalnız ergenler (The extraordinary ones: Lonely adolescents with giftedness). Çocuk ve Medeniyet, 5(10).281-296.
  • Wang, K. T., Fu, C. C., & Rice, K. G. (2012). Perfectionism in gifted students: Moderating effects of goal orientation and contingent self-worth. School Psychology Quarterly, 27(2), 96.
  • Yazlık, D. Ö. & Erdoğan, A. (2016). İşbirlikli öğrenme ile birlikte kullanılan problem çözme stratejilerinin öğrenci başarısı üzerine etkisi (The effects of problem solving strategies used in combinations with cooperative learning on learner achivement). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17 (3), 1-16.
  • Yıldırım, A. & Şimşek, H. (2013). Nitel araştırma yöntemleri (Qualitative research methods). Ankara, Seçkin Yayıncılık.

Yıl 2023, Cilt: 11 Sayı: 3 - September 2023, 325 - 348, 02.10.2023

Şefika Doğan Şirin Yılmaz

https://doi.org/10.17478/jegys.1325115

Öz

Kaynakça

  • Açıkgöz, K. (2009). Aktif öğrenme (Active learning). İzmir, Biliş Eğitim Yayınları.
  • Akbüber, B. A., Erdik, E., Güney, H., Gaye Ç. G. & Akbüber, C. (2019). Bilim ve Sanat Merkezleri’nde özel yetenekli öğrencilerin sorunlarının değerlendirilmesinde bir yöntem önerisi: Özel yetenekli çocuk çalıştayı. (The Gifted Student Workshop: A method proposal for the evaluation of gifted student problems in Science and Art Centers)Journal of Gifted Education and Creativity, 6(1), 22-39.
  • Akgül, S. 6 Nuhoğlu, H. (2020). Üstün yetenekli öğrencilerin matematik kaygısı ve mükemmeliyetçilik düzeylerinin incelenmesi (Examining mathematics anxiety and the level of perfectionism of gifted and talented students).Yaşadıkça Eğitim, 34,(2), 299-312
  • Arslan, A. & Zengin, R. (2016). İşbirlikli öğrenme yönteminin bilimsel ve sosyal beceriler üzerindeki etkisi (The effect of cooperative learning on scientific and social skills). Adıyaman University Journal of Educational Sciences, 6(1), 23-45.
  • Ataş, M. S. & Sirem, Ö. (2020). Özel yetenekli öğrencilerin akran ilişkilerinin öğretmen görüşlerine göre incelenmesi (Investigation of superior talent students' peer relations within the teachers' views).Journal of History School, 48, 3256-3273.
  • Baş, A. U. (2010). Uyumlu-uyumsuz mükemmeliyetçilik ölçeğinin Türkçe’ye uyarlanması (Turkish adaptation of adaptive-maladaptive perfectionism scale). Türk Psikolojik Danışma ve Rehberlik Dergisi, 43(4), 128-138.
  • Baş, G. (2012). The effects of cooperative learning method on students’ achievement and attitudes towards English lesson. Journal of Theory and Practice in Education, 8(l), 72-93.
  • Baykoç Dönmez, N. (2009). NB İlgi ve Yetenek Alanları Geliştirme Programı. Sağlıkta Gelişimde Eğitimde Çocuk, 7-9 Ekim 2009, Hacettepe Üniversitesi Kongre Merkezi Türkiye Üstün Yetenekli Çocuklar 2. Ulusal Kongresi, 25-27 Mart 2009 Anadolu Üniversitesi, Eskişehir (Düzenleyen: Anadolu Üniversitesi Eğitim Fakültesi Üstün Zekâlıların Eğitimi Anabilim Dalı).
  • Bıçakçı, M. (2021). Özel yeteneklilik (üstün zekâlılık) nedir? Üstün zekâ dendiğinde kastedilen nedir? (What is giftedness? What is meant by giftedness?) https://evrimagaci.org/ozel-yeteneklilik-ustun-zekalilik-nedir-ustun-zeka-dendiginde-kastedilen-nedir-11070
  • Bildiren, A. (2013). Üstün yetenekli öğrencilerin öğrenme stillerinin incelenmesi (Investigation of learning styles of gifted students). Üstün Zekâlılar Eğitimi Araştırmaları Dergisi, 1(1), 10-21.
  • Bilgin, İ. & Gelici, Ö. (2011). İşbirlikli öğrenme tekniklerinin tanıtımı ve öğrenci görüşlerinin incelenmesi (Introducing cooperative techniques and examining students’ opinions). Adıyaman University Journal of Educational Sciences, 1(1), 40-70.
  • Bilgin, İ., Aktaş, İ. & Çetin, A. (2014). İşbirlikli öğrenme teknikleri hakkında öğretmen ve öğrenci görüşlerinin karşılaştırmalı olarak incelenmesi. (Examination comparatively of teachers’ and students’ opinions about cooperative learning techniques in science education).Bartın University Journal of Faculty of Education, 3, (2).334-367.
  • ARC Guideline (BİLSEM Yönergesi)(2023). Ministry of National Education, Art and Science Centre Guideline. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
  • Chan, D. W. (2007). Positive and negative perfectionism among chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal for the Education of the Gifted, 31, 77-102.
  • Christopher, M. M. & Shewmaker, J. (2010). The relationship of perfectionism to affective variables in gifted and highly able children. Gifted Child Today, 33(3), 20-30.
  • Çetin, A. & Ünsal, S. (2020). Özel yetenekli öğrenciyi anlamak: bir durum çalışması. (Understanding a gifted gtudent: A case study). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(1), 123-148.
  • Davis, G.A. (2006). Gifted children and gifted education: A practical guide for teacher and parents. Scottsdale, AZ: Great Potential Press, Inc.
  • Demirel, Ö. (2002). Kuramdan uygulamaya eğitimde program geliştirme (Programme development in education from theory to practice). Ankara: Pegem Yayıncılık.
  • Doymus, K., Şimşek, U., Karaçöp, A. & Ada, S. (2009). Effects of two cooperative learning strategies on teaching and learning topics of thermochemistry. World Applied Science Journal, 7(1), 34-42.
  • Doymuş, K., Şimşek, Ü., & Bayrakçeken, S. (2004). İşbirlikçi öğrenme yönteminin fen bilgisi dersinde akademik başarı ve tutuma etkisi (The effect of cooperative learning method on academic achievement and attitude in science course). Türk Fen Eğitimi Dergisi, 1(2), 103-115.
  • Doymuş, K., Şimşek, Ü., & Karaçöp, A. (2009). The effects of computer animations and cooperative learning methods in micro, macro and symbolic level learning of states of matter. Eurasian Journal of Educational Research, 36, 109-128.
  • Epçaçan, U. & Oral, B. (2019). Özel yetenekli öğrencilerin BİLSEM’deki öğretim uygulamalarına ilişkin görüşleri (The perceptions of talented students about teaching practicesn SAC). Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7,(13), 139-166.
  • Fletcher, K. L. & Speirs Neumeister, K. L. (2012). Research on perfectionism and achievement motivation: implications for gifted students. Psychology in the Schools, 49, sayı 7, ss.668-677.
  • Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education, New York, McGraw-Hill Press, 7th Ed.
  • Genç, M. & Şahin, F. (2015). İşbirlikli öğrenmenin başarıya ve tutuma etkisi (The effects of cooperative learning on attitude and achievement). Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(1), 75-396.
  • Gerring, J. (2009). Case study research: Principles and practices, Cambridge, Cambridge University Press.
  • Gökkaya, M. (2016). Bir grup üniversite öğrencisinde sosyal kaygı, depresyon ve anne-baba tutumları ile mükemmeliyetçilik eğilimleri ve üniversiteye uyum arasındaki ilişkinin değerlendirilmesi (Evaluation of the relationship between social anxiety, depression, parental attitudes, perfectionism tendencies and adjustment to university in a group of university students ). (Unpublished Master's thesis, Işık Üniversitesi).
  • Gull, F. & Shehzad, S. (2015). Effects of cooperative learning on students' academic achievement. Journal of Education and Learning, 9(3), 46-255.
  • Güler, G. & Doğan, Ş. (2022). Collaborative learning attitude scale for gifted students: reliability and validity study. The Turkish Online Journal of Educational Technology, Özel Sayı, 33-40.
  • Jeong, H. W. G. (2010). Teachers' perceptions of gifted and talented early childhood students (three-eight years). (Unpublished PhDThesis.), Saint Luis University, USA.
  • Johnson, R. T. & Johnson, D. W. (1987). How can we put cooperative learning into practice?. Science Teacher, 54(6)40-46.
  • Kaçmaz, N. & Demirtaş, V. Y. (2020). Özel yetenekli çocuklarda öz-düzenlemeli öğrenme, öz-yeterlik ve mükemmeliyetçilik (The self-regulated learning, self-efficacy and perfectıonism in gifted chidren). Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(1), 389-404.
  • Kahraman, S. & Pedük, Ş. B. (2014). 6, 7 ve 8. sınıf üstün yetenekli öğrencilerin mükemmeliyetçilik düzeylerinin belirlenmesi. (A study of perfectıonısm levels of 6th, 7th and 8th grade gıfted students). Trakya Üniversitesi Sosyal Bilimler Dergisi, 16, (2), 137-150.
  • Karasar, N. (2016). Bilimsel araştırma yöntemi (Scientific research methods). Ankara, Nobel Akademik Yayıncılık.
  • Kaya, S. (2013). İşbirlikli öğrenme ve akran değerlendirmenin akademik başarı, bilişüstü yeti ve yardım davranışlarına etkisi (The effect of cooperative learning and peer assessment on academic achievement, metacognitive ability and helping behaviours). (Yayınlanmamış yüksek lisans tezi), Eğitim Bilimleri Enstitüsü, Cumhuriyet Üniversitesi.
  • Leana-Taşçılar, M., Özyaprak, M., Güçyeter, Ş., Kanlı, E., & Camcı, E. S. (2014). Üstün zekâlı ve yetenekli çocuklarda mükemmeliyetçiliğin değerlendirilmesi (Evaluation of perfectionism for gifted and talented children). HAYEF Journal of Education, 11(1), 31-45.
  • LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22(3), 182-185.
  • Mofield, E., & Parker Peters, M. (2019). Understanding underachievement: Mindset, perfectionism, and achievement attitudes among gifted students. Journal for the Education of the Gifted, 42(2), 107-134.
  • Muñoz-Martínez, Y., Monge-López, C., & Torrego Seijo, J. C. (2020). Teacher education in cooperative learning and its influence on inclusive education. Improving Schools, 23(3), 277-290.
  • Nacaroğlu, O. (2020). Özel yetenekli ve normal gelişim gösteren öğrencilerin 21. yüzyıl becerilerinin incelenmesi (Examination of 21st century skills of gifted and average students). Ankara University Journal of Faculty of Educational Sciences, 53(2), 693-722.
  • Özkan, M. U (2013). Üstün yetenekli çocukların özellikleri. https://tr-static.eodev.com/files/d9c/d8793dba8f44fcfbb8c867bf238e8c2e.pdf
  • Parker, W. D. (2000). Healthy perfectionism in the gifted. Journal of Secondary Gifted Education, 11(4), 173–183
  • Renzulli, J. S. (2016). The three-ring conception of giftedness: a developmental model for promoting creative productivity in the reflections on gifted education, 55-90, London, Rotuledge Press.
  • Rice, K. G., Ashby, J. S. & Preusser, K. (1996). Perfectionism, relationships with parents, and self-esteem. Individual Psychology, 52, 246-260.
  • Schuler, P. A. (2000). Perfectionism and gifted adolescents. Journal of Secondary Gifted Education, 11(4), 183-196.
  • Stoeber, J. & Rambow, A. (2007). Perfectionism in adolescent school students: relations with motivation, achievement, and well-being. Personality and Individual Differences, 42(7), 1379-1389.
  • Tamul, Ö. F. (2019). Üstün yetenekli öğrencilerin mükemmeliyetçilik düzeyleri ve öğrencilerin algılarına göre ailelerinin çocuk yetiştirme tutumları arasındaki ilişki (The relationship between the perfectionism levels of gifted students and their perceptions of their families towards child rearing attitudes). Ihlara Eğitim Araştırmaları Dergisi, 4 (2), 155-173.
  • Tanık Önal, N., & Büyük, U. (2020). Üstün zekâlı olmak (To be a gifted child). Journal of National Education, 49(228).
  • Tunç, M. (2016). İşbirlikli öğrenmenin öğrenme stilleri üzerine etkisi (The effect of cooperative learning on learning styles). (Yayınlanmamış doktora tezi). Sosyal Bilimler Enstitüsü, Recep Tayip Erdoğan Üniversitesi.
  • Ünal, N. E., & Sak, U. (2020). Sıra dışı olanlar: Özel yetenekli yalnız ergenler (The extraordinary ones: Lonely adolescents with giftedness). Çocuk ve Medeniyet, 5(10).281-296.
  • Wang, K. T., Fu, C. C., & Rice, K. G. (2012). Perfectionism in gifted students: Moderating effects of goal orientation and contingent self-worth. School Psychology Quarterly, 27(2), 96.
  • Yazlık, D. Ö. & Erdoğan, A. (2016). İşbirlikli öğrenme ile birlikte kullanılan problem çözme stratejilerinin öğrenci başarısı üzerine etkisi (The effects of problem solving strategies used in combinations with cooperative learning on learner achivement). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17 (3), 1-16.
  • Yıldırım, A. & Şimşek, H. (2013). Nitel araştırma yöntemleri (Qualitative research methods). Ankara, Seçkin Yayıncılık.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Yetenekli Eğitimi
Bölüm Gifted Education
Yazarlar

Şefika Doğan 0000-0002-0827-2313

Şirin Yılmaz 0000-0002-0238-8550

Erken Görünüm Tarihi 18 Ağustos 2023
Yayımlanma Tarihi 2 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 3 - September 2023

Kaynak Göster

APA Doğan, Ş., & Yılmaz, Ş. (2023). Investigation of the relationship between gifted students’ attitudes to collaborative learning and their perfectionist structure. Journal for the Education of Gifted Young Scientists, 11(3), 325-348. https://doi.org/10.17478/jegys.1325115
AMA Doğan Ş, Yılmaz Ş. Investigation of the relationship between gifted students’ attitudes to collaborative learning and their perfectionist structure. JEGYS. Ekim 2023;11(3):325-348. doi:10.17478/jegys.1325115
Chicago Doğan, Şefika, ve Şirin Yılmaz. “Investigation of the Relationship Between Gifted students’ Attitudes to Collaborative Learning and Their Perfectionist Structure”. Journal for the Education of Gifted Young Scientists 11, sy. 3 (Ekim 2023): 325-48. https://doi.org/10.17478/jegys.1325115.
EndNote Doğan Ş, Yılmaz Ş (01 Ekim 2023) Investigation of the relationship between gifted students’ attitudes to collaborative learning and their perfectionist structure. Journal for the Education of Gifted Young Scientists 11 3 325–348.
IEEE Ş. Doğan ve Ş. Yılmaz, “Investigation of the relationship between gifted students’ attitudes to collaborative learning and their perfectionist structure”, JEGYS, c. 11, sy. 3, ss. 325–348, 2023, doi: 10.17478/jegys.1325115.
ISNAD Doğan, Şefika - Yılmaz, Şirin. “Investigation of the Relationship Between Gifted students’ Attitudes to Collaborative Learning and Their Perfectionist Structure”. Journal for the Education of Gifted Young Scientists 11/3 (Ekim 2023), 325-348. https://doi.org/10.17478/jegys.1325115.
JAMA Doğan Ş, Yılmaz Ş. Investigation of the relationship between gifted students’ attitudes to collaborative learning and their perfectionist structure. JEGYS. 2023;11:325–348.
MLA Doğan, Şefika ve Şirin Yılmaz. “Investigation of the Relationship Between Gifted students’ Attitudes to Collaborative Learning and Their Perfectionist Structure”. Journal for the Education of Gifted Young Scientists, c. 11, sy. 3, 2023, ss. 325-48, doi:10.17478/jegys.1325115.
Vancouver Doğan Ş, Yılmaz Ş. Investigation of the relationship between gifted students’ attitudes to collaborative learning and their perfectionist structure. JEGYS. 2023;11(3):325-48.
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