International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2019, Vol. 15(6) 17-32

Examining the Relationship Between Parental Attitudes and the Study Habits of Gifted Children

Ayşin Kaplan Sayı & Mustafa İçen

pp. 17 - 32   |  DOI: https://doi.org/10.29329/ijpe.2019.215.2

Publish Date: December 08, 2019  |   Single/Total View: 493/1.145   |   Single/Total Download: 667/2.175

PDF Download

Abstract

Gifted children are the group which have a high level of mental potential, and managing the school with this potential generally without studying, therefore having no effective studying habits. Another important factor in developing study habits is parental attitudes. The aim of this study is to examine the relationship between the parental attitudes and the study habits of gifted children. In this scope, parents' attitudes were classified into democratic, authoritarian, permissive and overprotective which were put forward by Baumrind (1966; 1971) in his studies, and the study habits were handled as two dimensions as study quality and study responsibility. In the study, the relational screening model one of the quantitative research methods was used. The research was carried out 2016-2017 and its participants consist of 100 gifted children aged between 7-12 and their 100 parents. As the data collection tools, Parental Attitude Scale contains 62 items developed by Demir and Şendil (2008) and 23-items Study Habits Scale developed by Çalıkoğlu (2009) were used. The findings were obtained through independent t-test, mean, Pearson Product Moment Correlation coefficient and regression analysis. As a result of the study, no difference was found between the study quality which comprises technical issues such as taking notes, repeating, study responsibility and total study habits regarding age and gender. It was found that families generally held democratic and overprotective attitudes, there was a relationship between democratic attitude and study quality and democratic attitude increased the quality of child's study. For this reason, it is essential to train families on study habits and the impact of the family on this issue.

Keywords: Giftedness, parents, study habits, attitude.

How to Cite this Article?

APA 7th edition
Sayi, A.K., & Icen, M. (2019). Examining the Relationship Between Parental Attitudes and the Study Habits of Gifted Children. International Journal of Progressive Education, 15(6), 17-32. https://doi.org/10.29329/ijpe.2019.215.2

Harvard
Sayi, A. and Icen, M. (2019). Examining the Relationship Between Parental Attitudes and the Study Habits of Gifted Children. International Journal of Progressive Education, 15(6), pp. 17-32.

Chicago 16th edition
Sayi, Aysin Kaplan and Mustafa Icen (2019). "Examining the Relationship Between Parental Attitudes and the Study Habits of Gifted Children". International Journal of Progressive Education 15 (6):17-32. https://doi.org/10.29329/ijpe.2019.215.2

References
  1. Abelman, R. (1991). Parental communication style and its influence on exceptional children's television viewing. Roeper Review, 14(1), 23-27. [Google Scholar]
  2. Afat, N. (2013). Çocuklarda üstün zekânın yordayıcı olarak ebeveyn tutumları. Hasan Ali Yücel Egitim Fakültesi Dergisi, 10(1), 155. [Google Scholar]
  3. Aytemiz, T. (2010). Ebeveynin kişiliği, çocuğun mizacı ve ebeveyn tutumları arasındaki ilişkinin incelenmesi. Yayımlanmamış yüksek lisans tezi. İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
  4. Bakhla, A. K., Sinha, P., Sharan, R., Binay, Y., Verma, V., & Chaudhury, S. (2013). Anxiety in school students: Role of parenting and gender. Industrial Psychiatry Journal, 22(2), 131. [Google Scholar]
  5. Başol, G., & Zabun, E. (2014). The predictors of success in Turkish high school placement exams: exam prep courses, perfectionism, parental attitudes and test anxiety. Educational Sciences: Theory and Practice, 14(1), 78-87. [Google Scholar]
  6. Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887-908. [Google Scholar]
  7. Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1), 1-103. [Google Scholar]
  8. Baumrind, D., Larzelere, R. E., & Owens, E. B. (2010). Effects of preschool parents' power assertive patterns and practices on adolescent development. Parenting: Science and Practice, 10(3), 157-201. [Google Scholar]
  9. Bicknell, B. (2014). Parental roles in the education of mathematically gifted and talented children. Gifted Child Today, 37(2), 83-93. [Google Scholar]
  10. Bingham, G. E., Jeon, H. J., Kwon, K. A. & Lim, C. (2017). Parenting styles and home literacy opportunities: Associations with children's oral language skills. Infant and Child Development, 26(5), e2020. [Google Scholar]
  11. Buri, J. R., Louiselle, P. A., Misukanis, T. M. ve Mueller, R. A. (1988). Effects of parental authoritarianism and authoritativeness on self-esteem. Personality and Social Psychology Bulletin, 14(2), 271-282. [Google Scholar]
  12. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi Yayınları, 1-360.Coil, C (2012). Building connections: Developing 21st century self-management skills for gifted students. Tempo Magazine, 33 (3). Remote address: http://www.davidsongifted.org/Search-Database/entry/A10833 [Google Scholar]
  13. Cornell, D. G., & Grossberg, I. W. (1987). Family environment and personality adjustment in gifted program children. Gifted Child Quarterly, 31(2), 59-64. [Google Scholar]
  14. Clark, B. (2008). Growing Up Gifted. (7th ed.) Upper Saddle River, NJ: Prentice [Google Scholar]
  15. Cohen, L., Manion, L., Morrison, K. (2007). Research methods in education (Sixth edition). New York: Routledge. [Google Scholar]
  16. Crittendon, M.R., Kaplan, M.H., & Heim, J.K. (1984). Developing effective study skills and self-confidence in academically able young adolescents. Gifted Child Quarterly, 28(1),25-30. [Google Scholar]
  17. Çalıkoğlu, B. S. (2009). Üstün Zekalı Öğrencilerin Çalışma Alışkanlıkları Ile Mükemmeliyetçilik Özellikleri Arasındakı İlişki. Yayımlanmamış Yüksek Lisans Tezi, İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
  18. Çetin, B. (2009). Çalışma alışkanlıkları ölçeğinin ilköğretim 4. sınıf öğrencilerinin akademik başarısını yordaması. İlköğretim Online, 8(1). [Google Scholar]
  19. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113(3), 487-496. [Google Scholar]
  20. Demir, E. K., & Şendil, G. (2008). Ebeveyn Tutum Ölçeği (ETÖ). Yüksek Lisans Tezi, İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
  21. Erdoğan,Ö., & Uçukoğlu, H. (2011). İlköğretim okulu öğrencilerinin anne-baba tutumu algıları ile atılganlık ve olumsuz değerlendirilmekten korkma düzeyleri arasındaki ilişkiler. Kastamonu Eğitim Dergisi, 19(1), 51-72. [Google Scholar]
  22. Erlandson, M. (2015). Developing study habits and the gifted student. Remote address: https://educationaladvancement.org/developing-study-habits-and-the-gifted-student/ [Google Scholar]
  23. Evans, S. L. (2004). Study Habits of College Students and Their Perceptions of the Impact of Brain-Based Attention Strategies on Their Independent Study Time. Yayınlanmamış Doktora Tezi. North Dakota University, USA. [Google Scholar]
  24. Filiz, Z., & Yaprak, B. (2009). A study on classifying parenting styles through discriminant analysis. Journal of Theory and Practice in Education, 5(2), 195-209. [Google Scholar]
  25. Garcia, E. (2006). Suplemental Intruction, Study Habits, and the Community College Student. Yayınlanmamış Doktora Tezi, Florida International University. [Google Scholar]
  26. Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4), 263-272. [Google Scholar]
  27. Gordon, T., Aksay, E., & Özkan, B. (1993). EÖE: Etkili Öğretmenlik Eğitimi. YA-PA Yayınları. [Google Scholar]
  28. Hibbard, D. R., & Walton, G. E. (2014). Exploring the development of perfectionism: The influence of parenting style and gender. Social Behavior And Personality, 42(2), 269-278. [Google Scholar]
  29. Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Explorations in parent-school relations. The Journal of Educational Research, 85(5), 287-294. [Google Scholar]
  30. Hoover-Schultz, B. (2005). Gifted underachievement: Oxymoron or educational enigma? Gifted Child Today, 28(2), 46-49. [Google Scholar]
  31. Kaplan Sayı, A., & Emir, S. (2017). The Effects of Differentiated Foreign Language Instruction on Academic Achievement and Creativity of Gifted Students. International Journal of Academic Research 5(1), 276-287.Karasan, S. (2015). Bireylerin Ebeveynlerinin Göstermiş Oldukları Ebeveyn Tutumları İle Sahip Oldukları Düşünme Stilleri Arasındaki İlişki. Yayınlanmamış Yüksek Lisans Tezi, Haliç Üniversitesi Sosyal Bilimler Enstitüsü Psikoloji Ana Bilim Dalı, İstanbul. [Google Scholar]
  32. Karnes, M. B., & Shwedel, A. (1987). Differences in attitudes and practices between fathers of young gifted and fathers of young non-gifted children: A pilot study. Gifted Child Quarterly, 31(2), 79-82. [Google Scholar]
  33. Kuzgun, Y. (1972). Ana-baba Tutumlarının Bireyin Kendini Gerçekleştirme Düzeyine Etkisi. Yayınlanmamış Doktora Tezi.Hacettepe Üniversitesi, Eğitim bilimleri Enstitüsü, Ankara. [Google Scholar]
  34. Küçükahmet, L. (1987). Öğrencilerin çalışma alışkanlıkları ve tutumları: Üniversite öğrencileri üzerinde bir araştırma. Ankara Üniversitesi Eğitim Bilimleri Fakültesi, 153. [Google Scholar]
  35. Küçükahmet, L. (2001). Öğretim İlke ve Yöntemleri. Nobel Yayın Dağıtım. [Google Scholar]
  36. Matthews, D.J., & Foster, J. F. (2005). Mystery to mastery: Shifting paradigms in gifted education. Roeper Review, 28:2, 64-69.Monetle, D. R., Sullivan, T., & De Jong, C. R. (1990). Applied Social Research. New York: Harcourt Broce Jovanovich, Inc. [Google Scholar]
  37. Moreira, P. A., Dias, P., Vaz, F. M., & Vaz, J. M. (2013). Predictors of academic performance and school engagement-Integrating persistence, motivation and study skills perspectives using person-centered and variable-centered approaches. Learning and Individual Differences, 24, 117-125. [Google Scholar]
  38. NAGC (1995). Definition and rationale for gifted education. Remote address: https://www.nagc.org/sites/default/files/administrators/Rationale%20for%20Gifted%20Ed.pdf). [Google Scholar]
  39. Ogurlu Ü., Yalın, H., S.& Yavuz Birben , F., (2015). Üstün yetenekli çocukların mükemmeliyetçilik özelliklerinin aile tutumu ile ilişkisi, Turkish Studies, 10 (7). 751-764. [Google Scholar]
  40. Özbay, Y. (2013). Üstün Yetenekli Çocuklar ve Aileleri. Remote address: http://www.aep.gov.tr/wp-content/uploads/2012/10/UstunYetenekliCocuklar.pdf [Google Scholar]
  41. Perera, L. D. H. (2014). Parents’ attitudes towards science and their children's science achievement. International Journal of Science Education, 36(18), 3021-3041. [Google Scholar]
  42. Peterson, J. S. (2001). Successful adults who were once adolescent underachievers. Gifted Child Quarterly, 45(4), 236-250. [Google Scholar]
  43. Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Remote address: https://gseuphsdlibrary.files.wordpress.com/2013/03/what-makes-giftedness.pdf [Google Scholar]
  44. Rimm, S. (1985). Identifying underachievement: The characteristics approach. G/C/T, 8(6), 2-5. [Google Scholar]
  45. Siegle, D., & Mccoach, D. B. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38(1), 22-27. [Google Scholar]
  46. Silverman, L. K. (1998). Through the lens of giftedness. Roeper Review, 20(3), 204-210. [Google Scholar]
  47. Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17, 125- 146. [Google Scholar]
  48. Stamm, C. C. (1987). The Need for Study Skills in the Elementary Gifted Classroom. Gifted Child Today Magazine, 10(2), 8-11. [Google Scholar]
  49. Steinberg, L., Dornbusch, S. ve Brown, B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729. [Google Scholar]
  50. Teker, N. (2002). Uzaktan eğitim öğrencilerinin ders çalışma stratejilerinin karşılaştırılması, Eğitim Bilimleri ve Uygulama, 1(1), 49-66. [Google Scholar]
  51. Tezci, E. (2016). Eğitimde Ölçme ve Değerlendirme (1.Baskı). Ankara: Detay Yayıncılık. [Google Scholar]
  52. Treffinger, D.J. (1975). Teaching self-directed learning: A priority for the gifted and talented. The Gifted Child Quarterly. 19 (l), 46-59. [Google Scholar]
  53. Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, 50 (3), 337-346. [Google Scholar]
  54. Tümkaya, S., & Bal, L. (2006). Çukurova üniversitesi öğrencilerinin ders çalışma alışkanlıklarının bazı değişkenler açısından incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(2). [Google Scholar]
  55. Vergili, A., & Atılgan, M. (1998). Üniversite Öğrencilerinin Ders Çalışma Alışkanlıkları ile Akademik Başarılarının Karşılaştırılması (Gaziantep Üniversitesi Öğrencileri Üzerine Bir Araştırma). VII. Ulusal Eğitim Bilimleri Kongresi, 1, 458-471. [Google Scholar]
  56. Yavuzer, H. (2014). Ana-Baba, Çocuk. 25. Baskı, İstanbul, Remzi Kitabevi. [Google Scholar]
  57. Yenilmez, K., & Özbey, N. (2007). İlköğretim öğrencilerinin ders çalışma alışkanlıklarının bazı değişkenler açısından İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 7 (2). [Google Scholar]
  58. Yılmaz, M. (1997). Öğrencilerin Çalışma Alışkanlıklarını Belirlemeye Yönelik Bir Envanter Geliştirme Geçerlik ve Güvenirlik Çalışması. Yayımlanmamış Yüksek Lisans Tezi, Ondokuz Mayıs Üniversitesi, Samsun [Google Scholar]
Meta
Vol. 15 (6)
Download
Metric
History
Related

Volume 15 Issue 6

December 2019

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.