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Learning Approaches, Self-Regulation Skills, Learning Strategies of Gifted Students and Factors Affecting Their Learning Characteristics

The aim of this study, which employed an experimental-psychological phenomenology approach, is to identify learning approaches, self-regulating learner skills, learning strategies of gifted students and factors that can influence the formation of these characteristics. The sample of this study consists of 28 students who attended Erzincan Science Art Centre in 2017-2018 academic year and agreed to voluntarily participate in the study. The data of the study were collected by the semi-structured interview form developed by the researchers. As a result of the research, it was seen that gifted students use three of the deep, surface and strategic learning approaches according to the characteristics of the perceived learning task. One of the most important factors influencing the formation of learning approaches is given as the teacher. It was also found that all of 28 students displayed self-regulatory learning features. In this context, learners stated that they started the studying process by setting goals, arranged the environment in line with their goals, they searched for information, and received help. In relation to the learning strategies used in the learning process; gifted students emphasized that they used lower-level learning strategies such as underlining and repetation more and used upper level learning strategies such as an initial letters strategy and outline strategy less frequently.

Gifted Students, Learning Approaches, Self-Regulation Skills, Learning Strategies


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