SOURCES OF MATHEMATICS SELF-EFFICACY OF GIFTED AND NON-GIFTED STUDENTS IN HIGH SCHOOL
Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and non-gifted students after controlling for mathematics achieveme...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Preschool Teacher Training College "Mihailo Palov"
2021-06-01
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| Series: | Istraživanja u Pedagogiji |
| Subjects: |
| _version_ | 1819129771877990400 |
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| author | Bahadir Ozcan Hakki Kontas Ali Unisen |
| author_facet | Bahadir Ozcan Hakki Kontas Ali Unisen |
| author_sort | Bahadir Ozcan |
| collection | DOAJ |
| description | Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and non-gifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students’ self-reported previous fall mathematical grades. The results of the study revealed that after controlling for mathematics grades, while SMS of gifted children sharply decreased, SMS in the non-gifted group slightly increased. In addition, only vicarious experience dimensions of SMS were significantly different between gifted and non-gifted children. In conclusion, being gifted or non-gifted has an impact on the vicarious experience dimensions of SMS after controlling for mathematics achievement. Mathematics grade positively affects SMS in the gifted group and negatively affects the non-gifted group. Teachers are suggested to use achievement as a reinforcer for gifted students but not for non-gifted students. |
| first_indexed | 2024-12-22T08:49:01Z |
| format | Article |
| id | doaj.art-26218ea99d1e499abb0757d0e0b454be |
| institution | Directory Open Access Journal |
| issn | 2217-7337 2406-2006 |
| language | English |
| last_indexed | 2024-12-22T08:49:01Z |
| publishDate | 2021-06-01 |
| publisher | Preschool Teacher Training College "Mihailo Palov" |
| record_format | Article |
| series | Istraživanja u Pedagogiji |
| spelling | doaj.art-26218ea99d1e499abb0757d0e0b454be2022-12-21T18:32:01ZengPreschool Teacher Training College "Mihailo Palov"Istraživanja u Pedagogiji2217-73372406-20062021-06-01111859710.5937/IstrPed2101085OSOURCES OF MATHEMATICS SELF-EFFICACY OF GIFTED AND NON-GIFTED STUDENTS IN HIGH SCHOOLBahadir OzcanHakki KontasAli UnisenSources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and non-gifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students’ self-reported previous fall mathematical grades. The results of the study revealed that after controlling for mathematics grades, while SMS of gifted children sharply decreased, SMS in the non-gifted group slightly increased. In addition, only vicarious experience dimensions of SMS were significantly different between gifted and non-gifted children. In conclusion, being gifted or non-gifted has an impact on the vicarious experience dimensions of SMS after controlling for mathematics achievement. Mathematics grade positively affects SMS in the gifted group and negatively affects the non-gifted group. Teachers are suggested to use achievement as a reinforcer for gifted students but not for non-gifted students.giftednessmathematic achievementself-efficacyvicarious experience |
| spellingShingle | Bahadir Ozcan Hakki Kontas Ali Unisen SOURCES OF MATHEMATICS SELF-EFFICACY OF GIFTED AND NON-GIFTED STUDENTS IN HIGH SCHOOL Istraživanja u Pedagogiji giftedness mathematic achievement self-efficacy vicarious experience |
| title | SOURCES OF MATHEMATICS SELF-EFFICACY OF GIFTED AND NON-GIFTED STUDENTS IN HIGH SCHOOL |
| title_full | SOURCES OF MATHEMATICS SELF-EFFICACY OF GIFTED AND NON-GIFTED STUDENTS IN HIGH SCHOOL |
| title_fullStr | SOURCES OF MATHEMATICS SELF-EFFICACY OF GIFTED AND NON-GIFTED STUDENTS IN HIGH SCHOOL |
| title_full_unstemmed | SOURCES OF MATHEMATICS SELF-EFFICACY OF GIFTED AND NON-GIFTED STUDENTS IN HIGH SCHOOL |
| title_short | SOURCES OF MATHEMATICS SELF-EFFICACY OF GIFTED AND NON-GIFTED STUDENTS IN HIGH SCHOOL |
| title_sort | sources of mathematics self efficacy of gifted and non gifted students in high school |
| topic | giftedness mathematic achievement self-efficacy vicarious experience |
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