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

Oğuzhan Nacaroğlu,Oktay Bektaş,Mustafa Tüysüz

doi:10.7160/eriesj.2021.140403

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.

Highlights

IntroductionRapid changes have been taking place in the field of industry and science. As the pioneer of this change, Industry 4.0 industrial revolution affecting individual and social areas have been shown (Vaidya, Ambad and Bhosle, 2018)
Today, rapid changes have been taking place in the field of industry and science
The views of the gifted students regarding the sub-dimensions of the scale were examined, the students expressed their opinions as Agree in the sub-dimensions of Elaboration (X = 3.83), Time regulation (X = 3.56), Organizing (X = 3.37), Critical thinking (X = 3.76), Effort regulation (X = 3.75), Help-seeking (X = 3.83), Meta-cognitive selfregulation (X = 3.91), and Repetition (X = 3.72)

Summary

Introduction

Rapid changes have been taking place in the field of industry and science. As the pioneer of this change, Industry 4.0 industrial revolution affecting individual and social areas have been shown (Vaidya, Ambad and Bhosle, 2018). With the last industrial revolution where machine power has replaced human resources, individuals have become crucial to make radical changes in education to have 21st-century skills and to produce and use knowledge (Puncreobutr, 2016). Kopp (1982) emphasized the behavioral dimension of self-regulation as initiating and maintaining movement according to the situation while Posner and Rothbart (1998) stated the cognitive dimension of self-regulation by defining it as being able to control the desires and orientations of the individual and focusing on the target by maintaining attention. Self-regulation, which allows individuals to relate to their environment and control their behaviors by observing themselves, is defined as the processes that students use to activate their emotions and behaviors in line with their goals (Can Aran, 2015; Zimmerman and Kitsantas, 2014). Since self-regulation includes different dimensions and definitions, it has led to the emergence of other self-regulated learning models

Methods

Results

Discussion

Conclusion