Examining of relationship of gifted underachivers' school assesment attitudes between academic self- efficacy, perceived parenting authority styles and self- esteem

EXAMINING OF RELATIONSHIP OF GIFTED UNDERACHIVERS' SCHOOL ASSESMENT ATTITUDES BETWEEN ACADEMIC SELF- EFFICACY, PERCEIVED PARENTING AUTHORITY STYLES AND SELF- ESTEEM ABSTRACT This study aimed to examine the relationship between school assesment attitudes and academic self-efficacy beliefs, perceived parent authority styles and self-esteem of gifted students who could be taken into gifted underachiever category. In this study, 122 gifted students who could be taken to the gifted underachiever category in Istanbul city in Turkey were used as the data collection tool of School Attitude Assesment Scale-Revised Form (SAAS-R), Rosenberg Self-Esteem Scale, Parent Authority Style Scale and Academic Self-Efficacy Scale. Statistical calculations such as percentage, frequency, t-Test, ANOVA, Pearson moments are used in the obtained statistical analysis. As a result, it was seen that the students who could be taken into the category of underachivers were significantly different according to the school assessment attitudes and the attitudes towards the teacher and the attitude and goal values dimensions of the scale (p<.05). Academic self-efficacy scale scores showed significant differences according to sex (p> .05). According to the school variables (State and Private), Academic Self-Efficacy Scale scores and Attitude towards School and Goal Valuation sub-dimensions of the scale were significantly different in favor of state schools (p <.05). Significant relationships were determined between the school Assesment Attitudes of the gifted students and self-esteem (r = 308), academic self- efficacy (r = .531), neglected family style (r = .271) and autonomous family style (r = .342). Future research suggests that qualitative research of factors influencing the unexpected low failure of gifted students. Keywords: Gifted Students, Underachievement, Self-Esteem, School Attitude, Parental Authority Styles, Akademic Self-Efficacy