An investigation of the emotional features of gifted students towards visual art courses

In this study, which aims to examine the affective characteristics (attitude, anxiety, self-efficacy, expectation value perceptions) of gifted students towards visual arts lessons in terms of different variables, the survey model, one of the quantitative research methods, was used. The research sample group is 488 gifted 6th, 7th, 8th, 9th, 10th, 11th, and 12th-grade students attending Science and Art Centers (BİLSEM) in seven regions of Turkey in the 2022-2023 academic year. The research collected data with the "Self and Task Perception Scale for Visual Arts Lesson" and "Affective Characteristics Scale for Visual Arts Lesson" as data collection tools. A t-test and one-factor analysis of variance (One-Way ANOVA) from parametric tests were used to analyze the data. According to the findings of the study, the emotional characteristics of the gifted students towards visual arts lessons were high and their anxiety was quite low. Expectation value and affective trait perceptions of female students were higher than male students. It has been determined that gifted students who have friends interested in art and who started to paint regularly at the age of 3 for visual arts lessons Ranking in painting competitions, visit a painting exhibition/gallery or museum, apply for exhibits in a painting exhibition, following the accounts related to painting on social media, and painting to feel good have high level of good thoughts about visual arts teachers the expectation value and affective feature perceptions. It has been observed that the intrinsic value and total expectation value perceptions of the gifted students in the support education program for the visual arts lessons are higher than the expected value perceptions of the students in the BİLSEM BYF, ÖYG, and Project programs. Students who were gifted with painting or general mental ability and painting have higher intrinsic, benefit/importance, extrinsic, efficacy expectation, task difficulty, and total expectation value perceptions for visual arts lessons than students expectation value perceptions for visual arts lessons of gifted students with general mental ability. As a result of the research, gifted students participate in painting competitions, take an active role in exhibitions, visit painting exhibitions/galleries and museums, and get to know and follow pages about painting and art on social media, have teachers with whom they can develop positive attitudes towards visual arts lessons, meet with their peers with similar characteristics and make friends. It has been seen that the subjects that may be of interest to male students should be included in the visual arts curriculum, and children need to be introduced to painting/art from the age of 3. The results of this research will raise awareness of the importance of effective traits in the education of gifted students in visual arts lessons and will shed light on future research.