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

Abstract

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.