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ÜSTÜN YETENEKLİ ÖĞRENCİLERİN IQ PUANLARININ CİNSİYET DEĞİŞKENİ BAKIMINDAN YILLARA GÖRE KARŞILAŞTIRILMASI: MALATYA ÖRNEĞİ

Year 2015, Volume: 39 Issue: 2, 31 - 46, 08.04.2015

Mustafa Köksal , Ali Boran

Abstract

Bu araştırmanın amacı, farklı yıllarda tanılanmış üstün yetenekli öğrencilerin IQ puanlarını, cinsiyet değişkeni açısından karşılaştırmaktır. Araştırmanın örneklemini Malatya Bilim ve Sanat Merkezi’ne 2005-2013 yılları arasında kaydı yapılan 205’i kız, 277’si erkek olmak üzere toplam 482 üstün yetenekli öğrenci oluşturmaktadır. Araştırmada veri toplanma aracı olarak, WISC-R ve bireysel bilgi formu kullanılmıştır. Verilerin çözümlenmesinde her yıl için üç bağımlı değişkendeki (sözel, performans ve genel) farklılık, 1 bağımsız değişken açısından Mann-Whitney U testi ile analiz edilmiştir. Bulgular üstün yetenekli öğrencilerin genel IQ, sözel ve performans IQ puanları arasında 2005-2013 yıllarının her birinde cinsiyet açısından istatistiksel olarak anlamlı bir fark olmadığını göstermiştir. 

Keywords

Üstün Yetenekli Öğrenci IQ Cinsiyet Farklılığı Bilim ve Sanat Merkezi (BİLSEM)

References

  • BRODY , N. (1999). What is Intelligence ? International Review of Psychiatry, 11, 19- 25.
  • CAMARA, W., Nathan, J. S., & Puente, A. (2000). Psychological test usage: Implica- tions in professional psychology. Professional Psychology: Research and Prac- tice, 31(2), 141-154.
  • COLOM, R, & Lynn, R. (2004) Testing the developmental theory of sex differences in intelligence on 12-18 year olds. Personality and Individual Differences, 36, 75- 82.
  • COURT, J. H., 1983. Sex differences in performance on Raven’s Progressive Matrices: A review. Alberta Journal of Educational Research, 29, 54–74.
  • DAĞLIOĞLU, E.H. (2002). Anaokuluna Devam Eden Beş-Altı Yaş Grubu Çocuklar Arasından Matematik Alanında Üstün Yetenekli Olanların Belirlenmesi, Ankara, Hacettepe Ü. Sağlık Bilimler Enstitüsü Doktora Tezi.
  • DAPO, N. & Kolenovic-Dapo, J. (2012) Sex differences in fluid intelligence: Some findings from Bosnia and Herzegovina, Personality And Individual Differences, 53,(7) 811-815.
  • DAVIS, G.A. & Rimm, S.B. (1994). Education of The Gifted And Talented (3rd ed.). Allyn and Bacon, Boston.
  • DEMPSTER, F. N. (1991). Inhibitory processes: a negleted dimension of intelligence, Intelligence,15, (2),157–173.
  • ESTERS, I.G. & Ittenbach, R.F. (1999). Contemporary Theories and Assessments of Intelligence: A Primer. Professional School Counseling, 2(5),373.
  • FELDMAN, R. (1996). Understanding Psychology. McGraw Hill Inc.: ABD.
  • FLORES-MENDOZA, C., Widaman, K. F., Rindermann, H., Primi, R., Mansur-Alves, M., & Couto Pena, C. (2013). Cognitive sex differences in reasoning tasks: Evi- dence from Brazilian samples. Intelligence, 41, 70–84.
  • FRAENKEL, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • FRYAND, F.& Hale,S. (1996). Processing speed, working memory, and fluid intelli- gence: evidence for a developmental cascade, The American Psychologist Socie- ty, 7, 237–241.
  • GEORGAS, J., Weiss, L.G. , van de Vijver, F.J.R., & Saklofske, D.H. (Eds) (2003). Culture and children’s intelligence: Cross-cultural analysis of the WISC-III. San Diego: Academic Press.
  • HALPERN, D. F., & LaMay, M. L. (2000). The smarter sex: A critical review of sex differences in intelligence. Educational Psychology Review, 12(2), 229–246.
  • HULSLANDER J., Olson R.K., Willcutt E.G. & Wadsworth S.J.(2010). Longitudinal Stability of Reading-Related Skills And Their Prediction Of Reading Develop- ment. Scientific Studies of Reading, 14(2), 111-136.
  • IRWING, P., & Lynn, R. (2005). Sex differences in means and variability on the Pro- gressive Matrices in university students: A meta-analysis. British Journal of Psy- chology, 96, 505–524.
  • JACKSON, D. N., & Rushton, J. P. (2006). Males have greater g: Sex differences in general mental ability from 100,000 17- to 18-year-olds on the Scholastic As- sessment Test. Intelligence, 34, 479–486.
  • JENSEN, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
  • JUST, M. A. & Carpenter, P. A.(1992). A capacity theory of comprehension: individual differences in working memory, Psychological Review, 99 (1), 122–149.
  • KAIL, R. (1991). Processing time declines exponentially during childhood and adoles- cence, Developmental Psychology, 27 (2), 259–266.
  • KEITH, T. Z.; Reynolds, M. R.; Patel, P. G.& Ridley, K. P. (2008). Sex differences in latent cognitive abilities ages 6 to 59: Evidence from the Woodcock–Johnson III tests of cognitive abilities. Intelligence, 36 (6), 502–25.
  • KIRIŞ, N & Karakaş, S.(2005) Dikkat Eksikliği Hiperaktivite Bozukluğunun Wechsler Zekâ Testi ve Raven Standart Progresif Matrisler Testi ile Analizi. Klinik Psiki- yatri Dergisi, 8, 5-17.
  • KÖKSAL, M.S. & Boran, A.İ. (2015).Üstün Yetenekli Öğrencilerin IQ Puanlarının Anne- Baba Eğitimi ve Aile Geliri Değişkenleri Açısından Karşılaştırılması, Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 16 (1), 12-24.
  • KONOLD, T.R. & Canivez G.L. (2010). Evaluation of Potentially Moderating Child Demographics Differential Relationships Between WISC-IV and WIAT-II Scales: An Evaluation of Potentially Moderating Child Demographics. Educa- tional and Psychological Measurement, 70(4), 613–627.
  • LIU, J., & Lynn, R. (2011). Factor structure and sex differences on the Wechsler Pre- school and Primary Scale of Intelligence in China, Japan and U.S.. Personality and Individual Differences, 50(8), 1222–1226.
  • LYNN, R., Fergusson, D. M., & Horwood, L. J. (2005). Sex differences on the WISC-R in New Zealand. Personality and Individual Differences, 39, 103–114.
  • LYNN, R., (1994). Sex differences in intelligence and brain size: A paradox resolved. Personality and Individual Differences, 17(2), 257–271.
  • LYNN, R., & Irwing, P. (2004). Sex differences on the Progressive Matrices: A metaa- nalysis. Intelligence, 32, 481–498.
  • LYNN, R., Fergusson, D. M., & Horwood, L. J. (2005). Sex differences on the WISC-R in New Zealand. Personality and Individual Differences, 39, 103–114.
  • LYNN R, Raine A, Venables PH, Mednick SA & Irwing P (2005). Sex differences on the WISC-R in Mauritius. Intelligence, 33, 527–34.
  • LYNN, R. & Kanazawa, S. (2011) A longitudinal study of sex differences in intelli- gence at ages 7, 11 and 16 years, Personality and Individual Differences, 51, 321–324.
  • MARTENS, R., Hurks, P.P.M., Meijs, C. Waassengberg, R. & Jolles, J. (2011) Sex differences in arithmetical performance scores: Central tendency and variability, Learning and Individual Differences, 21, 549–554.
  • MAKER, C.J. & Schiever, S.W. (2005). Teaching Models In Education of The Gifted. (3rd ed.) Austin, Texas. Pro-Ed Inc.
  • ÖNER, N. (1997). Türkiye’de Kullanılan Psikolojik Testler. Bir Başvuru Kaynağı 3.Basım. İstanbul: Boğaziçi Üniversitesi Yayınları.
  • RENZULLI, J.S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, 60(3), 180-184.
  • SAVAŞIR, I & Şahin, N. (1995). Wechsler Çocuklar İçin Zeka Ölçeği (WISC-R) El Kitabı. Ankara, Türk Psikologlar Derneği Yayınları, 13-52.
  • SEWELL, M. (2007, October). Sex differences in intelligence. Department of Computer Science, University College London.
  • STEINMAYR, R., Beauducel, A. & Spinath, B. (2010). Do sex differences in a faceted model of fluid and crystallized intelligence depend on the method applied? Intel- ligence, 38, 1,101–110.
  • STERNBERG, R. J., & Grigorenko E. L. (Eds.). (2002). The general factor of intelli- gence: How general is it? Mahwah, USA: Lawrence Erlbaum Associates.
  • STERNBERG, R. J. (1997). A Triarchic View of Giftedness: Theory and Practice. In N. Coleangelo & G. A. Davis (Eds.), Handbook of Gifted Education (pp. 43–53). Boston, MA: Allyn and Bacon
  • SOYSAL, A.Ş.(2007). Dikkat Eksikliği Hiperaktivite Bozukluğu Alt Tiplerinde Dikkat, Yönetici İşlevler ve Üst-biliş Performansının Oluşturduğu İlişkiler Örüntüsünün İncelenmesi. Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • SUPER, C. M. (1981). Behavioural development in infancy, Handbook of Cross- Cultural Human Development, R. H. Munroe, R. L. Munroe, and B. B. Whiting, Eds., Garland, New York, NY, USA.
  • VAN DER SLUIS, S., Derom, C., Thiery, E., Bartels, M., Polderman, T. J. C., Verhulst, F. C., et al. (2008). Sex differences on the WISC-R in Belgium and the Nether- lands. Intelligence, 36, 48−67.
  • VAN DER SLUIS, S., Posthuma, D., Dolan, C. V., de Geus, E. J. C., Colom, R., & Boomsma, D. I. (2006). Gender differences on the Dutch WAIS-III. Intelligence, 34, 273−289.
  • YESİKAR, V., Guleri, S. K., Dixit, S., Rokade, R. & Parmar, S. (2015) Intelligence quotient analysis and its association with academic performance of medical stu- dents. International Journal of Community Medicine and Public Health, 2 (3), 275-281. doi:10.18203/2394-6040.ijcmph20150482
  • ZEIDNER, M. and Schleyer, E.J. (1998). The Big-Fish–Little-Pond Effect for Academ- ic Self-Concept, Test Anxiety, and School Grades in Gifted Children, Contempo- rary Educational Psychology,24, 305–329.

ÜSTÜN YETENEKLİ ÖĞRENCİLERİN IQ PUANLARININ CİNSİYET DEĞİŞKENİ BAKIMINDAN YILLARA GÖRE KARŞILAŞTIRILMASI: MALATYA ÖRNEĞİ

Year 2015, Volume: 39 Issue: 2, 31 - 46, 08.04.2015

Mustafa Köksal , Ali Boran

Abstract

Bu araştırmanın amacı, farklı yıllarda tanılanmış üstün yetenekli öğrencilerin IQ puanlarını, cinsiyet değişkeni açısından karşılaştırmaktır. Araştırmanın örneklemini Malatya Bilim ve Sanat Merkezi’ne 2005-2013 yılları arasında kaydı yapılan 205’i kız, 277’si erkek olmak üzere toplam 482 üstün yetenekli öğrenci oluşturmaktadır. Araştırmada veri toplanma aracı olarak, WISC-R ve bireysel bilgi formu kullanılmıştır. Verilerin çözümlenmesinde her yıl için üç bağımlı değişkendeki (sözel, performans ve genel) farklılık, 1 bağımsız değişken açısından Mann-Whitney U testi ile analiz edilmiştir. Bulgular üstün yetenekli öğrencilerin genel IQ, sözel ve performans IQ puanları arasında 2005-2013 yıllarının her birinde cinsiyet açısından istatistiksel olarak anlamlı bir fark olmadığını göstermiştir

Keywords

Üstün Yetenekli Öğrenci IQ Cinsiyet Farklılığı Bilim ve Sanat Merkezi (BİLSEM)

References

  • BRODY , N. (1999). What is Intelligence ? International Review of Psychiatry, 11, 19- 25.
  • CAMARA, W., Nathan, J. S., & Puente, A. (2000). Psychological test usage: Implica- tions in professional psychology. Professional Psychology: Research and Prac- tice, 31(2), 141-154.
  • COLOM, R, & Lynn, R. (2004) Testing the developmental theory of sex differences in intelligence on 12-18 year olds. Personality and Individual Differences, 36, 75- 82.
  • COURT, J. H., 1983. Sex differences in performance on Raven’s Progressive Matrices: A review. Alberta Journal of Educational Research, 29, 54–74.
  • DAĞLIOĞLU, E.H. (2002). Anaokuluna Devam Eden Beş-Altı Yaş Grubu Çocuklar Arasından Matematik Alanında Üstün Yetenekli Olanların Belirlenmesi, Ankara, Hacettepe Ü. Sağlık Bilimler Enstitüsü Doktora Tezi.
  • DAPO, N. & Kolenovic-Dapo, J. (2012) Sex differences in fluid intelligence: Some findings from Bosnia and Herzegovina, Personality And Individual Differences, 53,(7) 811-815.
  • DAVIS, G.A. & Rimm, S.B. (1994). Education of The Gifted And Talented (3rd ed.). Allyn and Bacon, Boston.
  • DEMPSTER, F. N. (1991). Inhibitory processes: a negleted dimension of intelligence, Intelligence,15, (2),157–173.
  • ESTERS, I.G. & Ittenbach, R.F. (1999). Contemporary Theories and Assessments of Intelligence: A Primer. Professional School Counseling, 2(5),373.
  • FELDMAN, R. (1996). Understanding Psychology. McGraw Hill Inc.: ABD.
  • FLORES-MENDOZA, C., Widaman, K. F., Rindermann, H., Primi, R., Mansur-Alves, M., & Couto Pena, C. (2013). Cognitive sex differences in reasoning tasks: Evi- dence from Brazilian samples. Intelligence, 41, 70–84.
  • FRAENKEL, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • FRYAND, F.& Hale,S. (1996). Processing speed, working memory, and fluid intelli- gence: evidence for a developmental cascade, The American Psychologist Socie- ty, 7, 237–241.
  • GEORGAS, J., Weiss, L.G. , van de Vijver, F.J.R., & Saklofske, D.H. (Eds) (2003). Culture and children’s intelligence: Cross-cultural analysis of the WISC-III. San Diego: Academic Press.
  • HALPERN, D. F., & LaMay, M. L. (2000). The smarter sex: A critical review of sex differences in intelligence. Educational Psychology Review, 12(2), 229–246.
  • HULSLANDER J., Olson R.K., Willcutt E.G. & Wadsworth S.J.(2010). Longitudinal Stability of Reading-Related Skills And Their Prediction Of Reading Develop- ment. Scientific Studies of Reading, 14(2), 111-136.
  • IRWING, P., & Lynn, R. (2005). Sex differences in means and variability on the Pro- gressive Matrices in university students: A meta-analysis. British Journal of Psy- chology, 96, 505–524.
  • JACKSON, D. N., & Rushton, J. P. (2006). Males have greater g: Sex differences in general mental ability from 100,000 17- to 18-year-olds on the Scholastic As- sessment Test. Intelligence, 34, 479–486.
  • JENSEN, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.
  • JUST, M. A. & Carpenter, P. A.(1992). A capacity theory of comprehension: individual differences in working memory, Psychological Review, 99 (1), 122–149.
  • KAIL, R. (1991). Processing time declines exponentially during childhood and adoles- cence, Developmental Psychology, 27 (2), 259–266.
  • KEITH, T. Z.; Reynolds, M. R.; Patel, P. G.& Ridley, K. P. (2008). Sex differences in latent cognitive abilities ages 6 to 59: Evidence from the Woodcock–Johnson III tests of cognitive abilities. Intelligence, 36 (6), 502–25.
  • KIRIŞ, N & Karakaş, S.(2005) Dikkat Eksikliği Hiperaktivite Bozukluğunun Wechsler Zekâ Testi ve Raven Standart Progresif Matrisler Testi ile Analizi. Klinik Psiki- yatri Dergisi, 8, 5-17.
  • KÖKSAL, M.S. & Boran, A.İ. (2015).Üstün Yetenekli Öğrencilerin IQ Puanlarının Anne- Baba Eğitimi ve Aile Geliri Değişkenleri Açısından Karşılaştırılması, Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 16 (1), 12-24.
  • KONOLD, T.R. & Canivez G.L. (2010). Evaluation of Potentially Moderating Child Demographics Differential Relationships Between WISC-IV and WIAT-II Scales: An Evaluation of Potentially Moderating Child Demographics. Educa- tional and Psychological Measurement, 70(4), 613–627.
  • LIU, J., & Lynn, R. (2011). Factor structure and sex differences on the Wechsler Pre- school and Primary Scale of Intelligence in China, Japan and U.S.. Personality and Individual Differences, 50(8), 1222–1226.
  • LYNN, R., Fergusson, D. M., & Horwood, L. J. (2005). Sex differences on the WISC-R in New Zealand. Personality and Individual Differences, 39, 103–114.
  • LYNN, R., (1994). Sex differences in intelligence and brain size: A paradox resolved. Personality and Individual Differences, 17(2), 257–271.
  • LYNN, R., & Irwing, P. (2004). Sex differences on the Progressive Matrices: A metaa- nalysis. Intelligence, 32, 481–498.
  • LYNN, R., Fergusson, D. M., & Horwood, L. J. (2005). Sex differences on the WISC-R in New Zealand. Personality and Individual Differences, 39, 103–114.
  • LYNN R, Raine A, Venables PH, Mednick SA & Irwing P (2005). Sex differences on the WISC-R in Mauritius. Intelligence, 33, 527–34.
  • LYNN, R. & Kanazawa, S. (2011) A longitudinal study of sex differences in intelli- gence at ages 7, 11 and 16 years, Personality and Individual Differences, 51, 321–324.
  • MARTENS, R., Hurks, P.P.M., Meijs, C. Waassengberg, R. & Jolles, J. (2011) Sex differences in arithmetical performance scores: Central tendency and variability, Learning and Individual Differences, 21, 549–554.
  • MAKER, C.J. & Schiever, S.W. (2005). Teaching Models In Education of The Gifted. (3rd ed.) Austin, Texas. Pro-Ed Inc.
  • ÖNER, N. (1997). Türkiye’de Kullanılan Psikolojik Testler. Bir Başvuru Kaynağı 3.Basım. İstanbul: Boğaziçi Üniversitesi Yayınları.
  • RENZULLI, J.S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, 60(3), 180-184.
  • SAVAŞIR, I & Şahin, N. (1995). Wechsler Çocuklar İçin Zeka Ölçeği (WISC-R) El Kitabı. Ankara, Türk Psikologlar Derneği Yayınları, 13-52.
  • SEWELL, M. (2007, October). Sex differences in intelligence. Department of Computer Science, University College London.
  • STEINMAYR, R., Beauducel, A. & Spinath, B. (2010). Do sex differences in a faceted model of fluid and crystallized intelligence depend on the method applied? Intel- ligence, 38, 1,101–110.
  • STERNBERG, R. J., & Grigorenko E. L. (Eds.). (2002). The general factor of intelli- gence: How general is it? Mahwah, USA: Lawrence Erlbaum Associates.
  • STERNBERG, R. J. (1997). A Triarchic View of Giftedness: Theory and Practice. In N. Coleangelo & G. A. Davis (Eds.), Handbook of Gifted Education (pp. 43–53). Boston, MA: Allyn and Bacon
  • SOYSAL, A.Ş.(2007). Dikkat Eksikliği Hiperaktivite Bozukluğu Alt Tiplerinde Dikkat, Yönetici İşlevler ve Üst-biliş Performansının Oluşturduğu İlişkiler Örüntüsünün İncelenmesi. Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • SUPER, C. M. (1981). Behavioural development in infancy, Handbook of Cross- Cultural Human Development, R. H. Munroe, R. L. Munroe, and B. B. Whiting, Eds., Garland, New York, NY, USA.
  • VAN DER SLUIS, S., Derom, C., Thiery, E., Bartels, M., Polderman, T. J. C., Verhulst, F. C., et al. (2008). Sex differences on the WISC-R in Belgium and the Nether- lands. Intelligence, 36, 48−67.
  • VAN DER SLUIS, S., Posthuma, D., Dolan, C. V., de Geus, E. J. C., Colom, R., & Boomsma, D. I. (2006). Gender differences on the Dutch WAIS-III. Intelligence, 34, 273−289.
  • YESİKAR, V., Guleri, S. K., Dixit, S., Rokade, R. & Parmar, S. (2015) Intelligence quotient analysis and its association with academic performance of medical stu- dents. International Journal of Community Medicine and Public Health, 2 (3), 275-281. doi:10.18203/2394-6040.ijcmph20150482
  • ZEIDNER, M. and Schleyer, E.J. (1998). The Big-Fish–Little-Pond Effect for Academ- ic Self-Concept, Test Anxiety, and School Grades in Gifted Children, Contempo- rary Educational Psychology,24, 305–329.
There are 47 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mustafa Köksal

Ali Boran

Publication Date April 8, 2015
Published in Issue Year 2015Volume: 39 Issue: 2

Cite

APA Köksal, M., & Boran, A. (2015). ÜSTÜN YETENEKLİ ÖĞRENCİLERİN IQ PUANLARININ CİNSİYET DEĞİŞKENİ BAKIMINDAN YILLARA GÖRE KARŞILAŞTIRILMASI: MALATYA ÖRNEĞİ. Cumhuriyet Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 39(2), 31-46.

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