Abstract
The aim of this study is analyzing, through a theoretical-model, variables that are related in relevant literature with gifted students' abilities in science course. Within that context various analyses have been conducted with respect to environmental, cognitive and affective variables which are linked to students' science ability. In this paper, one of the quantitative research methods, survey method, has been implemented. Data were collected from 997 middle-school level gifted students selected via stratified sampling method from Science and Art Centers across 25 different cities in Turkey. Path analysis was implemented to analyze data. It was determined that if parental and teacher involvement and positive school climate were met; scientific ability, creativity and motivation of gifted students could climb. It was also ascertained that results of implemented path analysis and tested model complied with the data. Thus could be used to explain variables that affected scientific ability, scientific creativity, problem solving and meta-cognitive awareness which are deemed to be related with science ability. It was concluded that approaches of parents, teachers and school administration left remarkable effects on ability development.
Highlights
Within that context various analyses have been conducted with respect to environmental, cognitive and affective variables which are linked to students' science ability
This study aims to test a model that is formed on the basis of motivation, school climate and parental-teacher academic involvement variables that are considered to be effective on gifted students' science abilities
Research Sample Data were collected in 2015-2016 academic year from 997 middle-school level gifted students studying in Science and Art Centers distributed among 25 different cities in Turkey
Summary
Studies on giftedness underscore that in ability development motivation played a significantly crucial role. Renzulli (2002) defines motivation as a salient criterion for giftedness. An analysis of obtained index values in this study put forth that in general the model has good fitness (χ2/ sd =2.47 , RMSEA=0.04, CFI=0.98 , NNFI=0.98 , NFI=0.97, SRMR=0.04, GFI=0.93 , AGFI=0.92) When these results are evaluated collectively it stands to reason that scale is validated for the sampling of gifted students. DFA result of this study indicates that an analysis of obtained index values proves good fitness of model (χ2/ sd =3.36, RMSEA=0.05, CFI=0.97, NNFI=0.97, NFI=0.96, SRMR=0.04, GFI=0.92, AGFI=0.90) In this particular study scale's Cronbach's alpha internal consistency coefficient values were computed as 0.89 for the first dimension, 0.88 for the second dimension, 0.64 for the third dimension and 0.87 for the entire scale. Analysis results were interpreted in accordance with fitness index criteria in relevant literature
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