Examination of the relationship between metacognitive awareness and authorized learning skills of special talent students

The purpose of this research is to examine the relationship between gifted students' metacognitive awareness and autonomous learning skills. The research sample includes 338 gifted students studying at the Izmit Science and Art Center in the 3rd, 4th, 5th, 6th, 7th and 8th grade levels. This research is aimed in relation to the quantitative research method (correlational) screening. Research data were collected using Meta Cognitive Awareness Scale A and B Forms, Autonomous Learning Scale and Personal Information Form. The Statistical Program for Social Sciences (SPSS) was used in the statistical processes. As a result of the research, there was no significant relationship between the metacognitive awareness and autonomous learning skills of the gifted students studying at the 3rd, 4th and 5th grade levels; It has been determined that there is a moderate,positive and significant relationship between the metacognitive awareness and autonomous learning skills of the gifted students studying at the 6th, 7th and 8th grade levels. The metacognitive awareness levels of the gifted students studying at the 3rd, 4th and 5th grade levels are moderate; It was determined that the metacognitive awareness levels of the gifted students studying at the 6th, 7th and 8th grade levels were high. Among the gifted students, it was revealed that the 3rd, 4th and 5th grade levels were significant variables in the metacognitive awareness levels, and the 6th, 7th and 8th grade levels were found to be significant variables in the metacognitive awareness levels of the students. In the study, it was concluded that the autonomous learning skill levels of the gifted students studying both at the 3rd, 4th and 5th grade levels and at the 6th, 7th and 8th grade levels were moderate. In terms of autonomous learning skills, for gifted students at the 3rd, 4th and 5th grade levels, the grade level is; For those studying at the 6th, 7th and 8th grade levels, it was concluded that gender and grade level were significant variables. In the independent learning dimension from the autonomous learning sub-dimensions, it was concluded that while there was no significant variable for gifted students studying at the 3rd, 4th and 5th grade levels, the grade level was a significant variable for those studying at the 6th, 7th and 8th grade levels. In the dimension of study habits, which is another sub-dimension of autonomous learning, the class level of the gifted students at the 3rd, 4th and 5th grade levels is; It was concluded that gender and grade level were significant variables for those studying at the 6th, 7th and 8th grade levels.