Gender Effect on Self Efficacy and Science Self Efficacy of Gifted and Nongifted Middle School Students

Abstract

The research’s aim is to examine the effect of gender on science self-efficacy and science self-efficacy of gifted and nongifted middle school students. The research has been carried out at the education and training term of 2016-2017 in Melikgazi district of city of Kayseri. 634 students have constituted the total research sample, 191 of whom are gifted middle school students and the remaining 443 students are middle school students with normal development. Survey research, which is one of quantitative methods, has been implemented in the research. Likert Type “Science Self-Efficacy Scale” have been used as a data collecting tool. The reliability coefficient of scale used in the research has been found out as 0.917. The independent sample t-test was used to data analysis. The results show that; there is a meaningful difference in behalf of gifted students between gifted middle school students and other middle school students’ science self-efficacy scores. During the research, mastery, emotional and verbal factors have been studied one by one in order to find out if there is a meaningful difference between science self-efficacy levels of two groups of students in terms of three factors. In conclusion, a meaningful difference has been appeared on behalf of gifted students in terms of mastery, emotional and verbal. When the self-efficacy scores of the middle school students in both groups were examined in terms of gender variation, it was seen that there was no significant difference between the self-efficacy levels of the students of different sexes.

Keywords

• üstün yetenekli öğrenciler, fen bilimleri, özyeterlik