Research Article
BibTex RIS Cite

Özel Yetenekli Öğrencilerin Psikolojik Sağlamlık, Öz-Yeterlik ve Algılanan Sosyal Destek Düzeylerinin İncelenmesi

Year 2024, Erken Görünüm, 1 - 14

Özge Yıldırım Ayşegül Kılıçaslan Çelikkol

https://doi.org/10.21565/ozelegitimdergisi.1195044

Abstract

Giriş: Bu araştırmanın amacı, özel yetenekli öğrencilerin psikolojik sağlamlıklarının çeşitli değişkenlere göre farklılaşmasını incelemek, öz-yeterlik, algılanan sosyal destek ve psikolojik sağlamlık arasındaki ilişkileri tespit etmek ve öz-yeterlik ile algılanan sosyal desteğin psikolojik sağlamlığı yordama gücünü belirlemektir.
Yöntem: Bu çalışma, Türkiye'deki altı farklı Bilim ve Sanat Merkezi'ne devam eden 232 özel yetenekli ortaokul öğrencisiyle yürütülmüştür. Katılımcılara, Demografik Bilgi Formu, Çocuk ve Genç Psikolojik Sağlamlık Ölçeği, Çocuklar İçin Öz-Yeterlik Ölçeği ve Çocuk ve Ergenler İçin Sosyal Destek Değerlendirme Ölçeği uygulanmıştır.
Bulgular: Psikolojik sağlamlık puanlarında cinsiyet, sınıf ve sosyal/sportif etkinliklere katılım değişkenlerine göre anlamlı farklılıklar elde edilmiştir. Psikolojik sağlamlık, toplam öz-yeterlik, akademik öz-yeterlik, sosyal öz-yeterlik, duygusal öz-yeterlik ve toplam algılanan sosyal destek, aileden algılanan sosyal destek, öğretmenden algılanan sosyal destek ve arkadaşlardan algılanan sosyal destek arasında pozitif yönlü anlamlı ilişkiler olduğu bulunmuştur. Ayrıca özel yetenekli öğrencilerin öz-yeterliklerinin ve algılanan sosyal destek düzeylerinin psikolojik sağlamlıklarını anlamlı bir şekilde yordadığı sonucuna ulaşılmıştır.
Tartışma: Özel yetenekli öğrencilerin öz-yeterliklerini ve algıladıkları sosyal desteği artırmak, aynı zamanda sosyal/sportif etkinliklere katılımlarını teşvik etmek, bu öğrencilerin psikolojik sağlamlıklarını geliştirebilir. Özel yetenekli öğrencilerde öz-yeterlik, algılanan sosyal destek ve psikolojik sağlamlık arasında pozitif yönlü bir ilişki bulunmaktadır. Öz-yeterlik ve algılanan sosyal destek seviyeleri arttıkça, bu öğrencilerin psikolojik sağlamlıkları da artmaktadır.

Keywords

Psikolojik sağlamlık öz-yeterlik algılanan sosyal destek özel yetenekli öğrenciler sosyal/sportif etkinliklere katılım

References

  • Alvino, J. (1991). An investigation into the needs of gifted boys, Roeper Review, 13(4), 174-180. doi:10.1080/02783199109553352
  • Armstrong, M. I., Birnie-Lefcovitch, S., & Ungar, M. T. (2005). Pathways between social support, family well-being, quality of parenting, and child resilience: What we know. Journal of Child and Family Studies, 14(2), 269–281. doi:10.1007/s10826-005-5054-4
  • Arslan, G. (2015). Çocuk ve Genç Psikolojik Sağlamlık Ölçeği’nin (ÇGPSÖ-12) psikometrik özellikleri: geçerlilik ve güvenirlik çalışması [Psychometric Properties of Child and Youth Resilience Measure (CYRM-12): The Study of Reliability and Validity]. Ege Eğitim Dergisi 16 (1), 1-12.
  • Bindal, G. (2018). Ergenlerin psikolojik sağlamlığın (resilience), çocukluk çağındaki travma ve bağlanma stilleri ile ilişkisinin incelenmesi [The Analysis of the Relationshıp Between the Resilıence of Adolescents and Trauma in Childhood or Attachment Styles] (Tez Numarası: 498780). [Yüksek lisans tezi, Hasan Kalyoncu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Bulut, B. (2016). Ergenlerin anksiyete, sosyal destek ve psikolojik sağlamlık düzeyleri arasındaki ilişkilerin incelenmesi [The investigation of relationship between anxiety, social support and psychological resilience of adolescents] (Tez Numarası: 433837). [Yüksek lisans tezi, Atatürk Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Chen, X., Cheung, Y., Fan, X., & Wu, J. (2017). Factors related to resilience of academically gifted students in the Chinese cultural and educational environment. Psychology in the Schools, 1-13. doi:10.1002/pits.22044
  • Demaray M. K., & Malecki C. K. (2003) Importance ratings of socially supportive behaviors by children and adolescents. School Psychology Review, 32(1), 108-132. doi:10.1007/s10964-007-9258-3
  • Dole, S. (2000). The implications of the risk and resilience literature for gifted students with learning disabilities. Roeper Review, 23(2), 91-97. doi:0.1080/02783190009554074 Dubow E. F., & Ullman D. G. (1989). Assessing social support in elementary school children: The survey of children's social support. Journal of Clinical Child Psycholgy, 18(1), 52-64. doi:10.1207/s15374424jccp1801_7
  • Dwairy, M. (2004). Parenting styles and mental health of Arab gifted adolescents. Gifted Child Quarterly, 48(4), 275-286. doi:10.1177/001698620404800403
  • Gökler, I. (2007). Çocuk ve Ergenler İçin Sosyal Destek Değerlendirme Ölçeği Türkçe formunun uyarlama çalışması: Faktör yapısı, geçerlik ve güvenirliği [The Turkish Adaptation Study of Social Support Appraisals Scale to be Used with Children and Adolescents: Factor Structure, Validıty and Reliability]. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 14(2), 90-99.
  • Fiedler, E. D. (1993). Square pegs in round holes: Gifted kids who don't fit in. Understanding Our Gifted, 5(1), 11-14.
  • Freeman, J. (2006). Giftedness in the long term. Journal for the Education of the Gifted, 29, 384–403. doi:10.4219/jeg-2006-246
  • Galluci, N., Middleton, G., ve Kline, A. (1999). Intellectually superior children and behavioral problems and competence. Roeper Review, 22, 18–21. doi:10.1080/02783199909553992
  • Gez, A. (2018). Suriyeli çocuk ve ergenlerde algılanan sosyal destek ve psikolojik sağlamlık arasındaki ilişki [Investigation of the relationship between psychological resilience and perceived social support of Syrian children and adolescents]. (Tez Numarası: 488539). [Yüksek lisans tezi, Çağ Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Gonzalez, A. (2017). The effect of parenting styles on academıc self-efffıcacy, resılience, and help seeking. [Yüksek lisans tezi, Central Washington University].
  • Gross, M. U. M. (2004). Exceptionally gifted children (Second edition). Routledge Falmer.
  • Hamill, S. (2003). Resilience and self-efficacy: The importance of efficacy beliefs and coping mechanisms in resilient adolescents. Colgate University Journal of the Science, 35, 115–146.
  • Hayes, M. L., & Sloat, R. S. (1989). Gifted students at risk for suicide. Roeper Review, 12(2), 102–107. doi:10.1080/02783198909553245
  • Hebert, T. H. (1996). Portraits of resilience: The urban life experience of gifted Latino young men. Roeper Review, 19(2), 82-90. doi:10.1080/02783199609553796
  • Hillyer, K. (1988). Problems of gifted children. Journal of the Association for the Study of Perception, 21(1–2), 10–26.
  • Karasar, N. (2015). Bilimsel araştırma yöntemi [scientific research methods]. (28.baskı). Nobel yayın.
  • Kitano, M. K., & Lewis, R. B. (2005). Resilience and coping: Implications for gifted children and youth at risk. Roeper Review, 27(4), 200–205. doi:0.1080/02783190509554319
  • Kline, B. E., & Short, E. B. (1991a). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13(3), 118–121. doi:10.1080/02783199109553333
  • Kline, B. E., & Short, E. B. (1991b). Changes in emotional resilience: Gifted adolescent boys. Roeper Review, 13(4), 184-187. doi:10.1080/02783199109553354
  • Knapp, S. (1991). Profiles in giftedness: Fictional portraits of intelligent and creative children. In R.M. Milgram (Ed.), Counseling gifted and talented children: A guide for teachers, counselors, andparents. Ablex Publishing.
  • Kronborg, L., Plunkett, M., Gamble, N., & Kaman, Y. (2017) Control and resilience: The importance of an internal focus to maintain resilience in academically able students, Gifted and Talented International, 32(1), 59-74. doi:10.1080/15332276.2018.1435378
  • Leana-Taşçılar, M. Z. (2017). Özel yetenekli çocukların psikolojisi: teoriden uygulamaya [Psychology of gifted: from theory to practice]. Nobel Yayıncılık.
  • Liebenberg, L., Ungar, M., & LeBlanc, J. C. (2013). The CYRM-12: A brief measure of resilience. Canadian Journal of Public Health, 104(2), 131-135.
  • Masten A. S. (2001). Resilience process in development. American Psychologist, 56(3), 227- 238. doi: 10.1037/0003-066X.56.3.227
  • Morales, E. E. (2008). The resilient mind: The psychology of academic resilience. Educational Forum, 72, 152–167. doi:10.1080/00131720701805017
  • Morales, E. E. (2010). Linking strengths: Identifying and exploring protective factor clusters in academically resilient low socio-economic urban students of colour. Roeper Review, 32, 164–175. doi:10.1080/02783193.2010.485302
  • Morelock, M. J. (1992). Giftedness: The view from within. Understanding Our Gifted, 4, 11-15.
  • Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23, 145–149. doi:0.1023/A:1010961119608
  • Neihart, M. (2002). Gifted children and depression. In M. Neihart, S. Reis, N.M. Robinson, & S.M. Moon (Eds.), Social and emotional development of gifted children: What do we know? (pp. 93–113). New York: Prufrock Press.
  • Nettles, W. M., & Jones, D. S. (2000). Understanding resilience: The role of social resources. Journal of Education for Students Placed at Risk, 5(2), 47-60. doi:10.1080/10824669.2000.9671379
  • Nugent, S.A. (2000). Perfectionism: Its manifestations and classroom-based interventions. Journal of Secondary Gifted Education, 11(4), 215–221. doi: 10.4219/jsge-2000-630
  • Onat, G. (2010). Demokratik ve otoriter olarak algılanan ana-baba tutumlarının lise birinci sınıf öğrencilerinin yılmazlık düzeyine etkilerinin araştırılması [The effects of parental attitudes-which are perceived as democratic and authoritarian-on first class of highschool students? resiliency level investigated]. (Tez Numarası: 278780). [Yüksek lisans tezi, Maltepe Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Preuss, L. J., & Dubow, E. F. (2004). A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor. Roeper Review, 26, 105-111. doi: 10.1080/02783190409554250
  • Özyaprak, M., & Deringöl, Y. (2013). Üstün zekâlı olan ve olmayan çocukların depresyon puanlarının karşılaştırılması [Inestigation of Depression Levels of Gifted and Non-Gifed Children]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 19 (2), 143-154.
  • Peterson, J. S. (2006). Addressing counseling needs of gifted students. Professional School Counseling, 10, 43–51. doi:10.5330/prsc.10.1.b76h32717q632tqn
  • Pfeiffer, S. I., & Stocking, V. B. (2000). Vulnerabilities of academically gifted students. Special Services in the Schools, 16(1-2), 83–93. doi: 10.1300/J008v16n01_06
  • Reis, S.M., Colbert, R. D., & Hebert, T. P. (2004). Understanding resilience in diverse, talented students in an urban high school. Roeper Review, 27(2), 110–120. doi:10.1080/02783190509554299
  • Richards, J., Encel, J., & Shute, R. (2003) The emotional and behavioral adjustment of ıntellectually gifted adolescents: a multi dimensional, multi ınformant approach. High Ability Studies, 14(2), 153-164. doi: 10.1080/1359813032000163889
  • Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Neuchterlein, & S. Weintraub (Eds.), Risk and protective factors ın the development of psychopathology (pp. 181-214). Cambridge University Press.
  • Sacker, A., & Schoon, I. (2007). Educational resilience in later life: Resources and assets in adolescence and return to education after leaving school at age 16. Social Science Research, 36, 873-896. doi: 10.1016/j.ssresearch.2006.06.002
  • Sameroff, A. (2005). Early resilience and its developmental consequences. Encyclopedia On Early Childhood Development, 1-5.
  • Schuler, P. A. (2000). Perfectionism and the gifted adolescent. Journal of Secondary Gifted Education, 11, 183-196. doi: 10.4219/jsge-2000-629
  • Silverman, L. K. (2012). Asynchronous Development: a key to counseling gifted. In Cross, T. L. & Cross, J. R. (Eds.). Handbook for counselors: serving students with gifts and talents; development, relationships, school ıssues, and counseling needs /ınterventions (pp 261-279). Waco, TX: Prufrock Press.
  • Stewart, D., & Sun, J. (2004). How can we build resilience in primary school aged children? The importance of social support from adults and peers in family, school and community settings. Asia-Pacific Journal of Public Health, 16 Suppl, 37–41. doi:/10.1177/101053950401600S10
  • Strip, C. A., & Hirsch, G. (2000). Helping gifted children soar: A practical guide for parents and teachers. Great Potential Press.
  • Şahin, H. (2018). Ergenlerin psikolojik sağlamlık düzeyleri ve hayat amaçları arasındaki ilişkinin incelenmesi [Examination of the relationship between adolescence of psychological resiliance and life aim] (Tez Numarası: 491472). [Yüksek lisans tezi, Haliç Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi. Telef, B. B., & Karaca, R. (2012). Çocuklar İçin Öz-Yeterlik Ölçeği; geçerlik ve güvenirlik çalışması [The Self-Efficacy Scale For Children; A Validity And Reliability Study]. Buca Eğitim Fakültesi Dergisi, 32, 169-187.
  • Terzi, Ş. (2016). Üniversite öğrencilerinin psikolojik dayanıklılıkları ve algıladıkları sosyal destek arasındaki ilişki [The relationship between psychological resilience and percieved social support of university students]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(29), 1-11.
  • Turgut, Ö. (2015). Ergenlerin psikolojik sağlamlık düzeylerinin, önemli yaşam olayları, algılanan sosyal destek ve okul bağlılığı açısından incelenmesi [Investigation of resilience of adolescents in terms of major life events, perceived social support and school engagement]. (Tez Numarası: 395175). [Yüksek lisans tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Turgut, Ö., & Çapan, B. E. (2017). Ergen psikolojik sağlamlık düzeyinin yordayıcıları: algılanan sosyal destek ve okul bağlılığı [The Predictors Of Adolescent Resilience: Perceived Social Support and School Engagement]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 44, 162-183.
  • Vergili, M. (2018). Üniversite öğrencilerinde bağlanma biçimleri ile psikolojik dayanıklılık arasındaki ilişkinin incelenmesi The relationship between attachment types and psychological resilience in university students (Tez Numarası: 486104). [Yüksek lisans tezi, İstanbul Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi. Yörük-Topuz, İ., & Cihangir-Çankaya, Z. (2022). Özel yetenekli öğrencilerin psikolojik sağlamlığının yordayıcıları: Benlik saygısı, akran ilişkileri ve ebeveyn tutumları [Investigation resilience levels of gifted students according to self esteem, peer relationship and parental attitudes]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(2), 271-294.
  • Werner, E. E., & R. S. Smith. (1982). Vulnerable, but invincible: A study of resilient children. McGraw-Hill. Wilks, S. E. and B. Croo.

Investigation of the Resilience, Self-Efficacy, and Perceived Social Support of Gifted Students

Year 2024, Erken Görünüm, 1 - 14

Özge Yıldırım Ayşegül Kılıçaslan Çelikkol

https://doi.org/10.21565/ozelegitimdergisi.1195044

Abstract

Introduction: This research aimed to analyze the levels of psychological resilience in terms of different variables, self-efficacy, and perceived social support among gifted students, investigate the relationships between these variables, and examine the predictive power of self-efficacy and perceived social support on psychological resilience.
Method: The study involved 232 gifted middle school students from six different Science and Art Centers in Turkey. Participants completed the Demographic Information Form, Child and Adolescence Resilience Scale, Self-Efficacy Scale for Children, and Social Support Evaluation Scale for Children and Adolescents.
Findings: The findings revealed significant differences in psychological resilience scores based on gender, grade, and participation in social/sportive activities. Positive relationships were observed among psychological resilience, emotional self-efficacy, academic self-efficacy, social self-efficacy, total self-efficacy, perceived social support from family, peers, and teachers, and total perceived social support. Self-efficacy and perceived social support were identified as significant predictors of psychological resilience in gifted students.
Discussion: Enhancing the levels of self-efficacy and perceived social support, as well as promoting participation in social/sportive activities, can contribute to the psychological resilience of gifted students. There is a positive relationship between self-efficacy, perceived social support, and psychological resilience in gifted students. As the levels of self-efficacy and perceived social support increase, the psychological resilience of gifted students also increases.

Keywords

Psychological resilience self-efficacy perceived social support gifted students participation in social/sportive activities.

References

  • Alvino, J. (1991). An investigation into the needs of gifted boys, Roeper Review, 13(4), 174-180. doi:10.1080/02783199109553352
  • Armstrong, M. I., Birnie-Lefcovitch, S., & Ungar, M. T. (2005). Pathways between social support, family well-being, quality of parenting, and child resilience: What we know. Journal of Child and Family Studies, 14(2), 269–281. doi:10.1007/s10826-005-5054-4
  • Arslan, G. (2015). Çocuk ve Genç Psikolojik Sağlamlık Ölçeği’nin (ÇGPSÖ-12) psikometrik özellikleri: geçerlilik ve güvenirlik çalışması [Psychometric Properties of Child and Youth Resilience Measure (CYRM-12): The Study of Reliability and Validity]. Ege Eğitim Dergisi 16 (1), 1-12.
  • Bindal, G. (2018). Ergenlerin psikolojik sağlamlığın (resilience), çocukluk çağındaki travma ve bağlanma stilleri ile ilişkisinin incelenmesi [The Analysis of the Relationshıp Between the Resilıence of Adolescents and Trauma in Childhood or Attachment Styles] (Tez Numarası: 498780). [Yüksek lisans tezi, Hasan Kalyoncu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Bulut, B. (2016). Ergenlerin anksiyete, sosyal destek ve psikolojik sağlamlık düzeyleri arasındaki ilişkilerin incelenmesi [The investigation of relationship between anxiety, social support and psychological resilience of adolescents] (Tez Numarası: 433837). [Yüksek lisans tezi, Atatürk Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Chen, X., Cheung, Y., Fan, X., & Wu, J. (2017). Factors related to resilience of academically gifted students in the Chinese cultural and educational environment. Psychology in the Schools, 1-13. doi:10.1002/pits.22044
  • Demaray M. K., & Malecki C. K. (2003) Importance ratings of socially supportive behaviors by children and adolescents. School Psychology Review, 32(1), 108-132. doi:10.1007/s10964-007-9258-3
  • Dole, S. (2000). The implications of the risk and resilience literature for gifted students with learning disabilities. Roeper Review, 23(2), 91-97. doi:0.1080/02783190009554074 Dubow E. F., & Ullman D. G. (1989). Assessing social support in elementary school children: The survey of children's social support. Journal of Clinical Child Psycholgy, 18(1), 52-64. doi:10.1207/s15374424jccp1801_7
  • Dwairy, M. (2004). Parenting styles and mental health of Arab gifted adolescents. Gifted Child Quarterly, 48(4), 275-286. doi:10.1177/001698620404800403
  • Gökler, I. (2007). Çocuk ve Ergenler İçin Sosyal Destek Değerlendirme Ölçeği Türkçe formunun uyarlama çalışması: Faktör yapısı, geçerlik ve güvenirliği [The Turkish Adaptation Study of Social Support Appraisals Scale to be Used with Children and Adolescents: Factor Structure, Validıty and Reliability]. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 14(2), 90-99.
  • Fiedler, E. D. (1993). Square pegs in round holes: Gifted kids who don't fit in. Understanding Our Gifted, 5(1), 11-14.
  • Freeman, J. (2006). Giftedness in the long term. Journal for the Education of the Gifted, 29, 384–403. doi:10.4219/jeg-2006-246
  • Galluci, N., Middleton, G., ve Kline, A. (1999). Intellectually superior children and behavioral problems and competence. Roeper Review, 22, 18–21. doi:10.1080/02783199909553992
  • Gez, A. (2018). Suriyeli çocuk ve ergenlerde algılanan sosyal destek ve psikolojik sağlamlık arasındaki ilişki [Investigation of the relationship between psychological resilience and perceived social support of Syrian children and adolescents]. (Tez Numarası: 488539). [Yüksek lisans tezi, Çağ Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Gonzalez, A. (2017). The effect of parenting styles on academıc self-efffıcacy, resılience, and help seeking. [Yüksek lisans tezi, Central Washington University].
  • Gross, M. U. M. (2004). Exceptionally gifted children (Second edition). Routledge Falmer.
  • Hamill, S. (2003). Resilience and self-efficacy: The importance of efficacy beliefs and coping mechanisms in resilient adolescents. Colgate University Journal of the Science, 35, 115–146.
  • Hayes, M. L., & Sloat, R. S. (1989). Gifted students at risk for suicide. Roeper Review, 12(2), 102–107. doi:10.1080/02783198909553245
  • Hebert, T. H. (1996). Portraits of resilience: The urban life experience of gifted Latino young men. Roeper Review, 19(2), 82-90. doi:10.1080/02783199609553796
  • Hillyer, K. (1988). Problems of gifted children. Journal of the Association for the Study of Perception, 21(1–2), 10–26.
  • Karasar, N. (2015). Bilimsel araştırma yöntemi [scientific research methods]. (28.baskı). Nobel yayın.
  • Kitano, M. K., & Lewis, R. B. (2005). Resilience and coping: Implications for gifted children and youth at risk. Roeper Review, 27(4), 200–205. doi:0.1080/02783190509554319
  • Kline, B. E., & Short, E. B. (1991a). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13(3), 118–121. doi:10.1080/02783199109553333
  • Kline, B. E., & Short, E. B. (1991b). Changes in emotional resilience: Gifted adolescent boys. Roeper Review, 13(4), 184-187. doi:10.1080/02783199109553354
  • Knapp, S. (1991). Profiles in giftedness: Fictional portraits of intelligent and creative children. In R.M. Milgram (Ed.), Counseling gifted and talented children: A guide for teachers, counselors, andparents. Ablex Publishing.
  • Kronborg, L., Plunkett, M., Gamble, N., & Kaman, Y. (2017) Control and resilience: The importance of an internal focus to maintain resilience in academically able students, Gifted and Talented International, 32(1), 59-74. doi:10.1080/15332276.2018.1435378
  • Leana-Taşçılar, M. Z. (2017). Özel yetenekli çocukların psikolojisi: teoriden uygulamaya [Psychology of gifted: from theory to practice]. Nobel Yayıncılık.
  • Liebenberg, L., Ungar, M., & LeBlanc, J. C. (2013). The CYRM-12: A brief measure of resilience. Canadian Journal of Public Health, 104(2), 131-135.
  • Masten A. S. (2001). Resilience process in development. American Psychologist, 56(3), 227- 238. doi: 10.1037/0003-066X.56.3.227
  • Morales, E. E. (2008). The resilient mind: The psychology of academic resilience. Educational Forum, 72, 152–167. doi:10.1080/00131720701805017
  • Morales, E. E. (2010). Linking strengths: Identifying and exploring protective factor clusters in academically resilient low socio-economic urban students of colour. Roeper Review, 32, 164–175. doi:10.1080/02783193.2010.485302
  • Morelock, M. J. (1992). Giftedness: The view from within. Understanding Our Gifted, 4, 11-15.
  • Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23, 145–149. doi:0.1023/A:1010961119608
  • Neihart, M. (2002). Gifted children and depression. In M. Neihart, S. Reis, N.M. Robinson, & S.M. Moon (Eds.), Social and emotional development of gifted children: What do we know? (pp. 93–113). New York: Prufrock Press.
  • Nettles, W. M., & Jones, D. S. (2000). Understanding resilience: The role of social resources. Journal of Education for Students Placed at Risk, 5(2), 47-60. doi:10.1080/10824669.2000.9671379
  • Nugent, S.A. (2000). Perfectionism: Its manifestations and classroom-based interventions. Journal of Secondary Gifted Education, 11(4), 215–221. doi: 10.4219/jsge-2000-630
  • Onat, G. (2010). Demokratik ve otoriter olarak algılanan ana-baba tutumlarının lise birinci sınıf öğrencilerinin yılmazlık düzeyine etkilerinin araştırılması [The effects of parental attitudes-which are perceived as democratic and authoritarian-on first class of highschool students? resiliency level investigated]. (Tez Numarası: 278780). [Yüksek lisans tezi, Maltepe Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Preuss, L. J., & Dubow, E. F. (2004). A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor. Roeper Review, 26, 105-111. doi: 10.1080/02783190409554250
  • Özyaprak, M., & Deringöl, Y. (2013). Üstün zekâlı olan ve olmayan çocukların depresyon puanlarının karşılaştırılması [Inestigation of Depression Levels of Gifted and Non-Gifed Children]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 19 (2), 143-154.
  • Peterson, J. S. (2006). Addressing counseling needs of gifted students. Professional School Counseling, 10, 43–51. doi:10.5330/prsc.10.1.b76h32717q632tqn
  • Pfeiffer, S. I., & Stocking, V. B. (2000). Vulnerabilities of academically gifted students. Special Services in the Schools, 16(1-2), 83–93. doi: 10.1300/J008v16n01_06
  • Reis, S.M., Colbert, R. D., & Hebert, T. P. (2004). Understanding resilience in diverse, talented students in an urban high school. Roeper Review, 27(2), 110–120. doi:10.1080/02783190509554299
  • Richards, J., Encel, J., & Shute, R. (2003) The emotional and behavioral adjustment of ıntellectually gifted adolescents: a multi dimensional, multi ınformant approach. High Ability Studies, 14(2), 153-164. doi: 10.1080/1359813032000163889
  • Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Neuchterlein, & S. Weintraub (Eds.), Risk and protective factors ın the development of psychopathology (pp. 181-214). Cambridge University Press.
  • Sacker, A., & Schoon, I. (2007). Educational resilience in later life: Resources and assets in adolescence and return to education after leaving school at age 16. Social Science Research, 36, 873-896. doi: 10.1016/j.ssresearch.2006.06.002
  • Sameroff, A. (2005). Early resilience and its developmental consequences. Encyclopedia On Early Childhood Development, 1-5.
  • Schuler, P. A. (2000). Perfectionism and the gifted adolescent. Journal of Secondary Gifted Education, 11, 183-196. doi: 10.4219/jsge-2000-629
  • Silverman, L. K. (2012). Asynchronous Development: a key to counseling gifted. In Cross, T. L. & Cross, J. R. (Eds.). Handbook for counselors: serving students with gifts and talents; development, relationships, school ıssues, and counseling needs /ınterventions (pp 261-279). Waco, TX: Prufrock Press.
  • Stewart, D., & Sun, J. (2004). How can we build resilience in primary school aged children? The importance of social support from adults and peers in family, school and community settings. Asia-Pacific Journal of Public Health, 16 Suppl, 37–41. doi:/10.1177/101053950401600S10
  • Strip, C. A., & Hirsch, G. (2000). Helping gifted children soar: A practical guide for parents and teachers. Great Potential Press.
  • Şahin, H. (2018). Ergenlerin psikolojik sağlamlık düzeyleri ve hayat amaçları arasındaki ilişkinin incelenmesi [Examination of the relationship between adolescence of psychological resiliance and life aim] (Tez Numarası: 491472). [Yüksek lisans tezi, Haliç Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi. Telef, B. B., & Karaca, R. (2012). Çocuklar İçin Öz-Yeterlik Ölçeği; geçerlik ve güvenirlik çalışması [The Self-Efficacy Scale For Children; A Validity And Reliability Study]. Buca Eğitim Fakültesi Dergisi, 32, 169-187.
  • Terzi, Ş. (2016). Üniversite öğrencilerinin psikolojik dayanıklılıkları ve algıladıkları sosyal destek arasındaki ilişki [The relationship between psychological resilience and percieved social support of university students]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(29), 1-11.
  • Turgut, Ö. (2015). Ergenlerin psikolojik sağlamlık düzeylerinin, önemli yaşam olayları, algılanan sosyal destek ve okul bağlılığı açısından incelenmesi [Investigation of resilience of adolescents in terms of major life events, perceived social support and school engagement]. (Tez Numarası: 395175). [Yüksek lisans tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Turgut, Ö., & Çapan, B. E. (2017). Ergen psikolojik sağlamlık düzeyinin yordayıcıları: algılanan sosyal destek ve okul bağlılığı [The Predictors Of Adolescent Resilience: Perceived Social Support and School Engagement]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 44, 162-183.
  • Vergili, M. (2018). Üniversite öğrencilerinde bağlanma biçimleri ile psikolojik dayanıklılık arasındaki ilişkinin incelenmesi The relationship between attachment types and psychological resilience in university students (Tez Numarası: 486104). [Yüksek lisans tezi, İstanbul Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi. Yörük-Topuz, İ., & Cihangir-Çankaya, Z. (2022). Özel yetenekli öğrencilerin psikolojik sağlamlığının yordayıcıları: Benlik saygısı, akran ilişkileri ve ebeveyn tutumları [Investigation resilience levels of gifted students according to self esteem, peer relationship and parental attitudes]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(2), 271-294.
  • Werner, E. E., & R. S. Smith. (1982). Vulnerable, but invincible: A study of resilient children. McGraw-Hill. Wilks, S. E. and B. Croo.
There are 56 citations in total.

Details

Primary Language English
Subjects Special Talented Education
Journal Section Articles
Authors

Özge Yıldırım 0000-0002-2553-9382

Ayşegül Kılıçaslan Çelikkol 0000-0002-6720-7167

Early Pub Date October 27, 2023
Publication Date
Published in Issue Year 2024 Erken Görünüm

Cite

APA Yıldırım, Ö., & Kılıçaslan Çelikkol, A. (2023). Investigation of the Resilience, Self-Efficacy, and Perceived Social Support of Gifted Students. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi1-14. https://doi.org/10.21565/ozelegitimdergisi.1195044

Creative Commons Lisansı
The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

13336   13337      13339  13340