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Does School Counselors’ Self-efficacy to Work with Gifted Students Fed by Their Knowledge and Perception regarding Giftedness

Yıl 2023, Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 625 - 639, 25.10.2023

Halil Aslan Mehmet Ali Padır

https://doi.org/10.54535/rep.1363878

Öz

The unique characteristics constituting giftedness make gifted students quite different from other same age peers and differieniate their psychological needs. School counselors have critical roles in providing effective and emotional assistance to those gifted students. School counselors’ self-efficacy is an important factor in serving both gifted students and non-gifted students. Thus, the current cross-sectional study aimed to examine whether school counselors' knowledge and perceptions of the gifted students predict counselors' self-efficacy to work with this specific group after controlling for work experience. The sample comprised 118 Turkish psychological counselors actively engaged in psychological counseling practices in school settings in Elazığ, Turkey. As data collection tools, School Counselors' Knowledge, Perception, and Self-Efficacy Scales regarding gifted students, and a demographic form were used. Hierarchical regression analysis was applied to examine predictive associations. Results demonsrated that counselors' work experience, knowledge, and perceptions regarding gifted students were found as significant predictors and explained the 44% of the total variance in their self-efficacy to work with gifted students. By increasing self-efficacy levels of school counselors to work with gifted students and possibility of better counseling and assistance, the current study showed the importance of enhanced knowledge and perceptions towards gifted students.

Anahtar Kelimeler

Counselor’ knowledge Counselor’ perception Gifted students School counselor’ self-efficacy

Kaynakça

  • Alber, A. M. (1991). Differentiation of self in counselor trainees and correlates of functional position in the family of origin (Order No. 9126040). Doctoral dissertation, University of South Carolina, College of Education. ProQuest Dissertations & Theses Global.
  • Abu Bakar A. Y., Ishak N. M. (2010). Counselling issues of gifted students attending a school holiday residential program: A malaysian experience. Procedia–Social and Behavioral Sciences, 7, 568-573. https://doi.org/10.1016/J.SBSPRO.2010.10.076
  • Aksoy, V., & Diken, I . (2009). Rehber öğretmenlerin özel eğitimde psikolojik danışma ve rehberliğe ilişkin öz yeterlik algılarının incelenmesi [Examining school counselors’ sense of self-efficacy regarding counseling and guidance in special education]. İlköğretim Online [Elemantary Online], 8 (3), 709-720. http://dergipark.gov.tr/ilkonline/issue/8597/106990
  • Altun, F. (2015). Counseling needs and experiences of gifted/talented students, and school counselors’ professional competence related to gifted/talented students. Karadeniz Technical University. http://tez.yok.gov.tr/UlusalTezMerkezi
  • American School Counselor Association. (2013). The Professional school counselor and gifted and talented student programs. http://www.schoolcounselor.org/asca/media/asca/home/position%20statements/PS_Gifted.pdf
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social Foundations of thought and action: A social cognitive approach. Englewood Cliffs, NJ, 1986(23-28).
  • Bandura, A. (1995). Self-efficacy in changing societies. MA: Cambridge.
  • Berlin, J. E. (2009). It’s all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review, 31, 217-223. https://doi.org/10.1080/02783190903177580
  • Bodenhorn, N., Wolfe, E. W., & Airen, O. E. (2010). School counselor program choiceand self-efficacy: Relationship to achievement gap and equity. Professional School Counseling, 13(3), 165-174. https://doi.org/10.1177/2156759X1001300304
  • Carlson, N. N. (2004). School counselors’ knowledge, perceptions and involvement concerning gifted and talented students. University of Maryland, College Park. https://www.proquest.com/dissertations-theses/school-counselors-knowledge-perceptions/docview/305176304/se-2
  • Chan, D. (2007). Positive and negative perfectionism among Chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal for the Education of the Gifted, 31, 77-102. https://doi.org/10.4219/jeg-2007-512
  • Colangelo, N. (2002). Counselling gifted and talented students. TalentEd, 20(3), 19-24. https://search.informit.org/doi/10.3316/aeipt.126351
  • Coleman, M. R., Hughes, C. (2009). Meeting the needs of gifted students with RtI framework. Gifted Child Today, 32(3), 14-17. https://doi.org/10.1177/107621750903200306
  • Cross, J. R., & Cross, T. L. (2015). Clinical and mental health issues in counseling the gifted individual. Journal of counseling & development, 93(2), 163-172. https://doi.org/10.1002/j.1556-6676.2015.00192.x
  • Daniels, J. A., & Larson, L. M. (2001). The impact of performance feedback on counseling self-efficacy and counselor anxiety. Counselor Education & Supervision, 41(2), 120–130. http://dx.doi.org/10.1002/j.1556-6978.2001. tb01276.
  • David, H. (2021). Main issues in counselling gifted children and youths. Journal of Gifted Education and Creativity, 8(2), 131-140. https://dergipark.org.tr/en/pub/jgedc/issue/64210/851943
  • Davis, G. A., & Rimm, S. B. (1994). Education of the gifted and talented (3. Ed). Allyn and Bacon
  • Davis, G. A., & Rimm, S. B. (1998). Education of the gifted and talented. (4. Ed). Allyn and Bacon
  • Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers: How to meet their social and emotional needs. Minneapolis, Free Spirit Publishing.
  • Edwin, M. & Fisher, J. (2023).School Counselors’ Experience and Self-Efficacy in Providing Career Counseling to High-Ability Visual Artists. Professional School Counseling, 27(1). https://doi.org/10.1177/22156759X231165495
  • Elijah, K. (2011). Meeting the Guidance and Counseling Needs of Gifted Students in School Settings. Journal of School Counseling, 9(14). https://files.eric.ed.gov/fulltext/EJ933180.pdf
  • Evans, K.M. (1997). Multicultural training needs for counselors of gifted African American children. Multicultural Education, 5, 16-19. https://eric.ed.gov/?id=EJ556357
  • Field, A. (2013). Discovering Statistics Using IBM SPSS (3rd ed.). Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York City: McGraw-Hill.
  • Frasier M. M., Passow A. H. (1994). Toward a new paradigm for identifying talent potential (research monograph 94112). Storrs: University of Connecticut. The National Research Center on the Gifted and Talented. https://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/04/rm94112.pdf
  • Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 63–84). Macmillan Library Reference Usa; Prentice Hall International.
  • Ishak, N., & Abu-Bakar, A. (2010). Counseling ıssues of gifted students attending a school holiday residential program: a malaysian experience. Procedia Social and Behavioral Sciences, 7(C), 568–573. https://doi.org/10.1016/j.sbspro.2010.10.076
  • Halverson, S. E., Miars, R. D., & Livneh, H. (2006). An exploratory study of counselor education students’ moral reasoning, conceptual level, and counselor selfefficacy. Counseling & Clinical Psychology Journal, 3, 17-30.
  • Holcomb-McCoy, C., Ileana, G., & Georgina, J. (2009). School counselor dispositions as predictors of data usage. Professional School Counseling, 12(5), 343–351. https://doi.org/10.1177/2156759X0901200504 2156759X0901200504.
  • Jackson, P. S., & Peterson, J. S. (2003). Depressive disorder in highly gifted adolescents. Journal for Secondary Gifted Education, 14, 175–186. https://doi.org/10.4219/jsge-2003-429
  • Jie, L. Z., & Hassan, S. A. (2019). School counseling services for gifted and talented students: a systematic review of literature. Malaysian Journal of Medicine and Health Sciences, 15, 128-133. https://medic.upm.edu.my/upload/dokumen/2019042916014819_0333(Final)19.pdf(upm.edu.my)
  • Kennedy, K., & Farley, J. (2018). Counseling gifted students: School-based considerations and strategies. International Electronic Journal of Elementary Education, 10(3), 361-367. https://iejee.com/index.php/IEJEE/article/view/416
  • Kerr, B. A. (2021). Counseling High–Ability Adolescents in School. In The handbook of secondary gifted education (pp. 541-562). Routledge.
  • Kerr, B. & Cohn, S. (2001). Smart boys: Talent, manhood, and the search for meaning. Scottsdale, AZ: Gifted Psychology Press.
  • Kregel, E. A. (2015). Social, emotional and academic needs of gifted high school students. (Unpublished doctoral thesis). University of Toledo.
  • Larson, L. M., & Daniels, J. A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26(2), 179-218. https://doi.org/10.1177/0011000098262001
  • LoCicero, K.A. & Ashby, J.S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22(3), 182-185. https://doi.org/10.1080/02783190009554030
  • Mendaglio, S., & Peterson, J. S. (Eds.). (2007). Models of counseling gifted children, adolescents, and young adults. Waco, TX: Prufrock Press.
  • Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping. Gifted Child Quarterly, 5, 330–341. https://doi.org/10.1177/0016986207306319
  • Neihart, M. (1999). The impact of giftedness on psychological well-being: What does the empirical literatüre say? Roeper Review: A Journal on Gifted Education, 22(1), 10–17. https://doi.org/10.1080/02783199909553991
  • Nice, M., Kolbert, J. B., Joseph, M., Crothers, L. M., Hilts, D., & Kratsa, K. (2020). School counselors’ self-efficacy in knowledge of the college process. Professional School Counseling, 24(1), 1−12. 2156759−2097637. https://doi.org/10.1177/2156759X20976374
  • Ozcan, D. & Uzunboylu, H. (2020). School Counsellors’ perceptions of working with gifted students. South African Journal of Education, 1(40), 1-9. https://doi.org/10.15700/saje.v40ns1a1899
  • Parker, W. & Adkins, K. (1995). Perfectionism and the gifted. Roeper Review, 2, 173-175. https://doi.org/10.1080/02783199509553653
  • Peres, M. (2013). School psychologists’ awareness, involvement and perceptions in serving gifted learners. (Unpublished Doctorate thesis). State University of New York, NY.
  • Plucker J. A., Callahan C. M. (2008). Critical issues and practices in gifted education: What the research says. Prufrock Press.
  • Roberts, L. A., Bouknight, T. M., & Karan, O. C. (2010). The school counselor’s role on behalf of college bound special education students. Ideas and research you can use: VISTAS 2010. http://counselingoutfitters.com/vistas/vistas10/Article_79.pdf 13.09.2010
  • Root-Bernstein, R., & Root-Bernstein, M. (2004). Artistic scientists and scientific artists: The link between polymathy and creativity. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 127–152). Washington, DC: American Psychological Association.
  • Schuler, P. (2002). Perfectionism in gifted children and adolescents. In (Neihart, M. Reis, S. Robinson, N. 8c Moon, S. Eds.). The Social and Emotional Development o f Gifted Children: What do we know? (pp. 71-79) Waco, Texas: Prufrock Press.
  • Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17, 110-116. https://doi.org/10.1080/02783199409553636
  • Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2011). Explorations in giftedness. New York, NY: Cambridge University Press.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon/Pearson Education.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Boston, MA: Pearson.
  • Webb, J. T. (1994). Nurturing social emotional development of gifted students. ERIC Digest E527. https://files.eric.ed.gov/fulltext/ED372554.pdf
  • Wood, S. (2006). Gifted and talented adolesent experiences in school counseling. The College of William and Mary in Viriginia.
  • Wood, S. (2010). Best practices in counseling the gifted in schools: What’s reallyhappening. The Gifted Child Quarterly, 54, 42-58. https://doi.org/10.1177/0016986209352681

Yıl 2023, Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic, 625 - 639, 25.10.2023

Halil Aslan Mehmet Ali Padır

https://doi.org/10.54535/rep.1363878

Öz

Kaynakça

  • Alber, A. M. (1991). Differentiation of self in counselor trainees and correlates of functional position in the family of origin (Order No. 9126040). Doctoral dissertation, University of South Carolina, College of Education. ProQuest Dissertations & Theses Global.
  • Abu Bakar A. Y., Ishak N. M. (2010). Counselling issues of gifted students attending a school holiday residential program: A malaysian experience. Procedia–Social and Behavioral Sciences, 7, 568-573. https://doi.org/10.1016/J.SBSPRO.2010.10.076
  • Aksoy, V., & Diken, I . (2009). Rehber öğretmenlerin özel eğitimde psikolojik danışma ve rehberliğe ilişkin öz yeterlik algılarının incelenmesi [Examining school counselors’ sense of self-efficacy regarding counseling and guidance in special education]. İlköğretim Online [Elemantary Online], 8 (3), 709-720. http://dergipark.gov.tr/ilkonline/issue/8597/106990
  • Altun, F. (2015). Counseling needs and experiences of gifted/talented students, and school counselors’ professional competence related to gifted/talented students. Karadeniz Technical University. http://tez.yok.gov.tr/UlusalTezMerkezi
  • American School Counselor Association. (2013). The Professional school counselor and gifted and talented student programs. http://www.schoolcounselor.org/asca/media/asca/home/position%20statements/PS_Gifted.pdf
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social Foundations of thought and action: A social cognitive approach. Englewood Cliffs, NJ, 1986(23-28).
  • Bandura, A. (1995). Self-efficacy in changing societies. MA: Cambridge.
  • Berlin, J. E. (2009). It’s all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review, 31, 217-223. https://doi.org/10.1080/02783190903177580
  • Bodenhorn, N., Wolfe, E. W., & Airen, O. E. (2010). School counselor program choiceand self-efficacy: Relationship to achievement gap and equity. Professional School Counseling, 13(3), 165-174. https://doi.org/10.1177/2156759X1001300304
  • Carlson, N. N. (2004). School counselors’ knowledge, perceptions and involvement concerning gifted and talented students. University of Maryland, College Park. https://www.proquest.com/dissertations-theses/school-counselors-knowledge-perceptions/docview/305176304/se-2
  • Chan, D. (2007). Positive and negative perfectionism among Chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal for the Education of the Gifted, 31, 77-102. https://doi.org/10.4219/jeg-2007-512
  • Colangelo, N. (2002). Counselling gifted and talented students. TalentEd, 20(3), 19-24. https://search.informit.org/doi/10.3316/aeipt.126351
  • Coleman, M. R., Hughes, C. (2009). Meeting the needs of gifted students with RtI framework. Gifted Child Today, 32(3), 14-17. https://doi.org/10.1177/107621750903200306
  • Cross, J. R., & Cross, T. L. (2015). Clinical and mental health issues in counseling the gifted individual. Journal of counseling & development, 93(2), 163-172. https://doi.org/10.1002/j.1556-6676.2015.00192.x
  • Daniels, J. A., & Larson, L. M. (2001). The impact of performance feedback on counseling self-efficacy and counselor anxiety. Counselor Education & Supervision, 41(2), 120–130. http://dx.doi.org/10.1002/j.1556-6978.2001. tb01276.
  • David, H. (2021). Main issues in counselling gifted children and youths. Journal of Gifted Education and Creativity, 8(2), 131-140. https://dergipark.org.tr/en/pub/jgedc/issue/64210/851943
  • Davis, G. A., & Rimm, S. B. (1994). Education of the gifted and talented (3. Ed). Allyn and Bacon
  • Davis, G. A., & Rimm, S. B. (1998). Education of the gifted and talented. (4. Ed). Allyn and Bacon
  • Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers: How to meet their social and emotional needs. Minneapolis, Free Spirit Publishing.
  • Edwin, M. & Fisher, J. (2023).School Counselors’ Experience and Self-Efficacy in Providing Career Counseling to High-Ability Visual Artists. Professional School Counseling, 27(1). https://doi.org/10.1177/22156759X231165495
  • Elijah, K. (2011). Meeting the Guidance and Counseling Needs of Gifted Students in School Settings. Journal of School Counseling, 9(14). https://files.eric.ed.gov/fulltext/EJ933180.pdf
  • Evans, K.M. (1997). Multicultural training needs for counselors of gifted African American children. Multicultural Education, 5, 16-19. https://eric.ed.gov/?id=EJ556357
  • Field, A. (2013). Discovering Statistics Using IBM SPSS (3rd ed.). Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York City: McGraw-Hill.
  • Frasier M. M., Passow A. H. (1994). Toward a new paradigm for identifying talent potential (research monograph 94112). Storrs: University of Connecticut. The National Research Center on the Gifted and Talented. https://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/04/rm94112.pdf
  • Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 63–84). Macmillan Library Reference Usa; Prentice Hall International.
  • Ishak, N., & Abu-Bakar, A. (2010). Counseling ıssues of gifted students attending a school holiday residential program: a malaysian experience. Procedia Social and Behavioral Sciences, 7(C), 568–573. https://doi.org/10.1016/j.sbspro.2010.10.076
  • Halverson, S. E., Miars, R. D., & Livneh, H. (2006). An exploratory study of counselor education students’ moral reasoning, conceptual level, and counselor selfefficacy. Counseling & Clinical Psychology Journal, 3, 17-30.
  • Holcomb-McCoy, C., Ileana, G., & Georgina, J. (2009). School counselor dispositions as predictors of data usage. Professional School Counseling, 12(5), 343–351. https://doi.org/10.1177/2156759X0901200504 2156759X0901200504.
  • Jackson, P. S., & Peterson, J. S. (2003). Depressive disorder in highly gifted adolescents. Journal for Secondary Gifted Education, 14, 175–186. https://doi.org/10.4219/jsge-2003-429
  • Jie, L. Z., & Hassan, S. A. (2019). School counseling services for gifted and talented students: a systematic review of literature. Malaysian Journal of Medicine and Health Sciences, 15, 128-133. https://medic.upm.edu.my/upload/dokumen/2019042916014819_0333(Final)19.pdf(upm.edu.my)
  • Kennedy, K., & Farley, J. (2018). Counseling gifted students: School-based considerations and strategies. International Electronic Journal of Elementary Education, 10(3), 361-367. https://iejee.com/index.php/IEJEE/article/view/416
  • Kerr, B. A. (2021). Counseling High–Ability Adolescents in School. In The handbook of secondary gifted education (pp. 541-562). Routledge.
  • Kerr, B. & Cohn, S. (2001). Smart boys: Talent, manhood, and the search for meaning. Scottsdale, AZ: Gifted Psychology Press.
  • Kregel, E. A. (2015). Social, emotional and academic needs of gifted high school students. (Unpublished doctoral thesis). University of Toledo.
  • Larson, L. M., & Daniels, J. A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26(2), 179-218. https://doi.org/10.1177/0011000098262001
  • LoCicero, K.A. & Ashby, J.S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22(3), 182-185. https://doi.org/10.1080/02783190009554030
  • Mendaglio, S., & Peterson, J. S. (Eds.). (2007). Models of counseling gifted children, adolescents, and young adults. Waco, TX: Prufrock Press.
  • Neihart, M. (2007). The socioaffective impact of acceleration and ability grouping. Gifted Child Quarterly, 5, 330–341. https://doi.org/10.1177/0016986207306319
  • Neihart, M. (1999). The impact of giftedness on psychological well-being: What does the empirical literatüre say? Roeper Review: A Journal on Gifted Education, 22(1), 10–17. https://doi.org/10.1080/02783199909553991
  • Nice, M., Kolbert, J. B., Joseph, M., Crothers, L. M., Hilts, D., & Kratsa, K. (2020). School counselors’ self-efficacy in knowledge of the college process. Professional School Counseling, 24(1), 1−12. 2156759−2097637. https://doi.org/10.1177/2156759X20976374
  • Ozcan, D. & Uzunboylu, H. (2020). School Counsellors’ perceptions of working with gifted students. South African Journal of Education, 1(40), 1-9. https://doi.org/10.15700/saje.v40ns1a1899
  • Parker, W. & Adkins, K. (1995). Perfectionism and the gifted. Roeper Review, 2, 173-175. https://doi.org/10.1080/02783199509553653
  • Peres, M. (2013). School psychologists’ awareness, involvement and perceptions in serving gifted learners. (Unpublished Doctorate thesis). State University of New York, NY.
  • Plucker J. A., Callahan C. M. (2008). Critical issues and practices in gifted education: What the research says. Prufrock Press.
  • Roberts, L. A., Bouknight, T. M., & Karan, O. C. (2010). The school counselor’s role on behalf of college bound special education students. Ideas and research you can use: VISTAS 2010. http://counselingoutfitters.com/vistas/vistas10/Article_79.pdf 13.09.2010
  • Root-Bernstein, R., & Root-Bernstein, M. (2004). Artistic scientists and scientific artists: The link between polymathy and creativity. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 127–152). Washington, DC: American Psychological Association.
  • Schuler, P. (2002). Perfectionism in gifted children and adolescents. In (Neihart, M. Reis, S. Robinson, N. 8c Moon, S. Eds.). The Social and Emotional Development o f Gifted Children: What do we know? (pp. 71-79) Waco, Texas: Prufrock Press.
  • Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17, 110-116. https://doi.org/10.1080/02783199409553636
  • Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2011). Explorations in giftedness. New York, NY: Cambridge University Press.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon/Pearson Education.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Boston, MA: Pearson.
  • Webb, J. T. (1994). Nurturing social emotional development of gifted students. ERIC Digest E527. https://files.eric.ed.gov/fulltext/ED372554.pdf
  • Wood, S. (2006). Gifted and talented adolesent experiences in school counseling. The College of William and Mary in Viriginia.
  • Wood, S. (2010). Best practices in counseling the gifted in schools: What’s reallyhappening. The Gifted Child Quarterly, 54, 42-58. https://doi.org/10.1177/0016986209352681
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Okul Psikolojik Danışmanlığı
Bölüm Articles
Yazarlar

Halil Aslan 0000-0003-1720-6817

Mehmet Ali Padır 0000-0002-4192-4360

Erken Görünüm Tarihi 23 Ekim 2023
Yayımlanma Tarihi 25 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: Special Issue 2 - Education and Psychology Research in the 100th Anniversary of the Republic

Kaynak Göster

APA Aslan, H., & Padır, M. A. (2023). Does School Counselors’ Self-efficacy to Work with Gifted Students Fed by Their Knowledge and Perception regarding Giftedness. Research on Education and Psychology, 7(Special Issue 2), 625-639. https://doi.org/10.54535/rep.1363878
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