The effect of special talent identification process on academic self-concept: The Epts (UYEP) case

The aim of this study is to reveal the effect of special ability diagnosis process on students' academic self-concept. For this purpose, the research model is relational survey model; the study group was chosen as the criterion sampling which is one of the purposive sampling methods. The study group consisted of 1073 fifth grade students who applied and did not apply to Education Programs for Talented Students Model (EPTS) identification process in 2018-2019 academic year. Academic Self-Concept Scale (ASCS), course grades, Creative Mathematical Ability Test (CMAT) and Creative Scientific Ability Test (C-SAT) used in EPTS were used as data collection tools. Students' academic self-concept was measured three times; before the announcement of the identification results, just after the announcement of results and lastly two mounths after the announcement of the results at the end of spring semester of program. For data analysis, t-test for unrelated samples, Mann Whitney U test and Friedman test were used to determine whether the students' ASCS scores differed. Data analyzes showed that a significant difference was found between the academic self-concepts of the applicants and non-applicants. Through out the applicants no significant difference was found between gifted and non-gifted students with respect to academic self-concept. Also academic self-concept of both gifted and non-gifted group didn't change significantly through three repeated measures. From the findings it can be concluded that students' academic self-concept had an effect only on the application process, and labeling and grouping had no significant effect on the students' academic self-concept.