Examining the Relationship Between Gifted Students' Self-Efficacy Perceptions of Information Technology and Their Motivation Towards E-Learning Environments

Abstract

The purpose of this research was to examine the relationship between gifted students' information technology self-efficacy perceptions and their motivations for e-learning environments and to determine the variables (i.e., gender, age, class level, parental education level) are affected by these perceptions and motivations. A total of 104 gifted students, 51 female and 53 male, studying at the Science and Art Center (SAC) constituted the sample of the research. Information Technology Self-Efficacy Perception Scale (ICTSEP) and Motivation Questionnaire for e-Learning Environments (CBM) were used to collect data. It was determined that there was a moderately significant positive correlation between the total ICTSEP and MSDE scores obtained from the scales. It was determined that the motivation of the students towards e-learning environments was negatively affected by the quota and speed problem they encounter on their internet connections and differs according to the class level, SAC group and how they define their computer use skills. In addition, it was observed that the information technology self-efficacy perceptions of the SAC group differed according to how the computer usage time and computer usage skills were defined. As a result, it has been understood that the changing and developing educational needs of gifted students should be met, they should have a quality education and new learning opportunities, and environments where they can reveal their potential by developing their creative thinking skills. It is recommended to plan workshops and practices that will increase students' problem-solving skills, offer the opportunity to progress according to their own level and learning speed and appeal to their age groups and interests.