An investigation of the effect of the digital-supported self-regulation psychoeducation program on self-regulation and metacognitive skills in gifted students

The aim of this study is to examine the effects of a digitally supported self-regulation psychoeducation program, developed based on Bandura's Social Cognitive Learning Theory and Borkowski's Process-Oriented Model of Metacognition, on the self-regulation and metacognitive skills of gifted students. The study was conducted using an explanatory sequential design within the mixed methods research approach. In the first phase of the study, the current status of gifted students was assessed through document analysis. Based on the findings and a review of the relevant literature, a 10-session psychoeducation program was developed. In the second phase of the research, a four-group Solomon design was employed within the framework of a quasi-experimental method. The participants consisted of 54 middle school students attending science and art centers located in two different districts. While the digitally supported psychoeducation program was implemented with the experimental groups, the control groups participated in activities such as drama, mind games, and creative writing. In the quantitative dimension of the study, data were collected through pre-tests, post-tests, and follow-up tests using scales that measure self-regulation and metacognitive skills. The data were analyzed using SPSS 26. In this context, the data were tested through parametric analyses, including independent samples t-tests and mixed-design ANOVAs at the 2×3 and 4×2 levels. In the qualitative dimension, semi-structured interviews were conducted with participants from the experimental groups and their parents. The qualitative data were analyzed through content analysis using the MAXQDA 24 software. The findings showed that the post-test scores of the experimental groups increased significantly compared to their own pre-test scores and the post-test scores of the control groups. Moreover, this increase was maintained in the follow-up tests. The qualitative data supported the quantitative findings and demonstrated the sustainability of the program's impact. Overall, the results indicated that the developed digitally supported psychoeducation program was effective in enhancing and sustaining self-regulation and metacognitive skills among gifted students.