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The research uses the Mathematics Attitude Scale (Baykul, 1990) and the Academic Self-Concept Scale adapted to Turkish (Senemoğlu, 1989) to assess students identified as gifted and talented. Results show students’ mathematics attitude and academic self-concept scores are high, supporting a strong link between affective characteristics and academic success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematics-attitudes-and-academic-selfconcepts-of-gifted-and-talented-students-abstract-and-key-findings/588754/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematics-attitudes-and-academic-selfconcepts-of-gifted-and-talented-students-abstract-and-key-findings/588754.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To reveal gifted and talented students’ mathematics attitudes and academic self-concepts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which instruments were used to measure students’ attitudes and self-concepts?",{"text":117,"@type":113},"The Mathematics Attitude Scale (Baykul, 1990) and the Academic Self-Concept Scale adapted to Turkish by Senemoğlu (1989).",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about gifted and talented students’ scores?",{"text":121,"@type":113},"Students’ mathematics attitude and academic self-concept scores were found to be high.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588754,1792161036,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","MATHEMATICS ATTITUDES AND ACADEMIC SELFCONCEPTS OF GIFTED AND TALENTED STUDENTS  \nYasemin Deringöl  \nAbstract: Since the first half of the 20th century, countries have begun to accelerate the education of gifted individuals in sports/arts and science and mathematics as a way of proving their superiority, and enabled these individuals to demonstrate their talents. There is a limited number of studies that measure the mathematics attitudes and academic self-states of gifted and talented students, which are cognitive domain characteristics as well as affective domain characteristics. In this context, the main purpose of this study is to reveal the mathematical attitudes and academic self-states of gifted and talented students. The “Mathematics Attitude Scale” developed by Baykul (1990) and the “Academic Self-Concept Scale” adapted to Turkish by Senemoğlu (1989) were used to measure mathematics attitudes and academic self-concepts of students who were identified as gifted and talented. The students' mathematics attitude and academic self-scores were found tobe high.  \nKey words: Gifted and Talented Student, Mathematics Attitude, Concept of Academic Self  \n1. Introduction  \nLearning occurs in cognitive, emotional and psychomotor domains. Therefore, the personal and environmental factors affecting learning impact all these three domains. Many studies to date have focused on the factors that affect cognitive learning. Therefore, studies on affective and psychomotor domains are rare (Çakır, Şahin, & Şahin, 2000) . However, it is known that these three domains influence each other and the behavioral changes take place in all three domains. For all these reasons, the affective domain has recently been regarded as a part of education as well as a focal point of research (Weinburg, 1995) . Affective characteristics are “positive attitude towards mathematics, appreciation of its value, interest, motivation, anxiety about mathematics, and self-confidence features” (Baykul, 1992) . Their attitudes play in important role when students fail or succeed in mathematics, or simply like it or not (Çoban, 1989) . It is seen that the students with high mathematics achievement are more influenced by the attitude, method, teacher, family and environment factors than those with low mathematics achievement. Moreover, it is also found that the students who develop a positive attitude towards mathematics are more successful (Yenilmez & Duman, 2008) .  \nAnother affective variable that has a guiding influence on student behaviors is selfhood. The self concept emphasizes that the individual feels him/herself a worthy person, trusts in his/her capacity and values his/her differences. There are four dimensions of the self concept: academic, social, emotional, and physical (Özden, 2003) . Piyancı (2007) defines the concept of academic self, one of the dimensions of the self concept, as “an indicator of how the student perceives himself/herself in relation to other students in the school and in the classroom” and adds that it has the power to determine future success, in particular. Bloom (1998) defines the concept of academic self as “the level of belief and confidence of achieving success in a task that is academically oriented” (Erden & Akman, 1998; Marsh, 1987; Marsh & Craven, 2006) . The power of academic self-concept in predicting success has been put forward as a measure of the highest affective characteristic (Bloom, 1998) . Many studies  \nshow that there is a positive relationship between academic self-concept and achievement. According to these results, if the self-concepts of the students are positive, the achievements are high (Demirbaş& Yağbasan, 2007; Korkmaz & Kaptan, 2002; Marsh & O’Mara, 2008; Sanchez & Roda, 2003) . Just like every other course, academic self-concept is a factor that affects success in mathematics. The academic self-concept of mathematics is related to how confident that student is in performing well, learning new topics in math","cbCaiuIF6gK0WHD6","https://ap.wps.com/l/cbCaiuIF6gK0WHD6","pdf",408850,"English","# Introduction\n## Learning domains and affective factors\n## Self-concept and academic self\n## Mathematics achievement and attitude in gifted students","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To reveal gifted and talented students’ mathematics attitudes and academic self-concepts.\"},{\"question\":\"Which instruments were used to measure students’ attitudes and self-concepts?\",\"answer\":\"The Mathematics Attitude Scale (Baykul, 1990) and the Academic Self-Concept Scale adapted to Turkish by Senemoğlu (1989).\"},{\"question\":\"What did the study find about gifted and talented students’ scores?\",\"answer\":\"Students’ mathematics attitude and academic self-concept scores were found to be high.\"}]","MATHEMATICS ATTITUDES AND ACADEMIC SELFCONCEPTS OF GIFTED AND TALENTED STUDENTS - Abstract and Key Findings | PDF",1792065876,25]