Öz Anahtar KelimelerÖğretmenler, üstün zekâlı ve yetenekli öğrencilerin eğitiminde önemli bir role sahiptir. Etkili bir tanılama ve eğitim için, öğretmenlerin gelişmiş bir üstün zekâ kavramına ve üstün zekâlı ve yetenekli öğrencilerin özellikleri ve özel gereksinimleri hakkında kapsamlı bir bilgiye sahip olması gerekmektedir. Bu nitel araştırmada, Amerika Birleşik Devletleri'ndeki çeşitli devlet okullarında görev yapan on öğretmen ile görüşme yapılarak, onların sahip oldukları üstün zekâ kavramlarının ortaya çıkarılması amaçlanmıştır. Bu araştırmada gömülü teori metodolojisi kullanılmıştır. Yapılan nitel veri analizleri beş kategoriyi ortaya çıkarmıştır: üstün zekâ, problemler, stratejiler, bağlam ve sorumluluk. Bu beş kategorinin aralarındaki ilişkiden ise ana kategori olarak üstün zekâ ön plana çıkmıştır. Bu kategorilerle ilgili sonuçlar katılımcılardan doğrudan alıntılarla birlikte sunulmuştur. Üstün zekâ kavramıÜstün zekâlı ve yetenekli ÖğretmenGömülü teori Nitel Makale HakkındaGönderim Tarihi:
a brief yet robust measure of cognitive functioning and impairment. Like the previous version, the Shipley-2 assesses crystallized ability, which is gained through education and experience, and fluid cognitive ability, which is the capacity to use logic to learn and acquire new information or solve problems, as two distinct aspects of cognitive ability. According to Shipley et al. (2009), "These two aspects were proven to provide a well-grounded perspective in cognitive ability that has held up to scientific scrutiny and practical application" (p. 3). The Shipley-2 can also be used to reveal cognitive impairment by uncovering discrepancies between crystallized and fluid intelligence. In contrast to the previous version, the Shipley-2 has its own large, nationally representative sample and can be used with confidence in a broad array of clinical and educational applications without reference to scores from other instruments. In addition, the Shipley-2, with its extended age range, can be used with persons aged 7 through 89 in a group or individually. The test may not be appropriate for individuals whose first language is not English or who have uncorrected visual impairment. Although the test is self-administered, administration must be monitored by a person familiar and competent with psychological or educational testing. It can be administered and scored in 25 min. The test results should be used in conjunction with other information derived from concurrent or former assessments, detailed interviews and history taking, and observations.
ABSTRACT. This comprehensive literature review examines the link between intelligence and achievement. It also provides a brief summary of selected psychometric theories of intelligence. In attempt to gather all relevant scholarly literature, several procedures were used. A search of the key terms in the ERIC, PsycINFO, and Google Scholar databases was performed. The literature evidences that verbal abilities have stronger correlation with academic achievement than nonverbal abilities. Furthermore, verbal abilities are related to readiness to learn while nonverbal abilities are related to potential to learn. If intelligence scores are used to predict any kind of future academic performance, both verbal (readiness) and nonverbal (potential) abilities should be evaluated. Besides, in order to identify gifted and talented students, assessment of verbal abilities should accompany with the assessment of nonverbal abilities so that they will be able to survive in advanced academic programs.
Background and aims: In this study, the Internet Addiction Test (IAT) was adapted to Turkish language, which was originally developed by Young (1998) in English to measure the presence and severity of the Internet dependency. The main purpose was to ensure that the psychometric features and the factor structure of the test were suitable for Turkish university students. Method: The study was conducted in two sequent phases. Participants were 990 undergraduate students from several public universities in Turkey. Results: In the first phase, an exploratory factor analysis (EFA) was applied to figure out the factor structure of the Turkish version of the IAT. The EFA revealed four factors, which explained 46.02% of the total variance. In the following phase, a confirmatory factor analysis (CFA) was conducted with a different sample, to verify the factor structure that was found in the initial EFA. The CFA resulted four-factor model was satisfactory for the Turkish version of the IAT. These four factors were named as Mood, Relationship, Responsibilities, and Duration. Conclusions: Based on the findings, the administration of Turkish version of the IAT provided acceptable results on undergraduate students.
Background and aimsIn this study, the Internet Addiction Test (IAT) was adapted to Turkish language, which was originally developed by Young (1998) in English to measure the presence and severity of the Internet dependency. The main purpose was to ensure that the psychometric features and the factor structure of the test were suitable for Turkish university students.MethodThe study was conducted in two sequent phases. Participants were 990 undergraduate students from several public universities in Turkey.ResultsIn the first phase, an exploratory factor analysis (EFA) was applied to figure out the factor structure of the Turkish version of the IAT. The EFA revealed four factors, which explained 46.02% of the total variance. In the following phase, a confirmatory factor analysis (CFA) was conducted with a different sample, to verify the factor structure that was found in the initial EFA. The CFA resulted four-factor model was satisfactory for the Turkish version of the IAT. These four factors were named as Mood, Relationship, Responsibilities, and Duration.ConclusionsBased on the findings, the administration of Turkish version of the IAT provided acceptable results on undergraduate students.
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