Intelligence and Self-Control Predict Academic Performance of Gifted and Non-gifted Students
Keywords:
zekâ, öz-kontrol, üstün zekâ, tanılama, akademik performans, intelligence, self-control, giftedness, identification, academic performanceAbstract
Abstract
The role of intelligence and self-control on aca- demic performance of academically gifted and non-gifted students was investigated. Intelli- gence was measured by the Cognitive Ability Test (CAT) which consisted of two subscales: verbal subtest and quantitative subtest. Self- control was assessed by observing the level of students’ commitments to submit their assign- ments and homework timely. The sample con- sisted of 74 freshmen- male students. Academi- cally gifted students were selected based on their academic performance as indicated by their GPA scores, the cut-off point was 3.50 out of 5.00. Intelligence and Self-control were en- tered a linear multiple regression model as in- dependent variables whereas students’ GPAs in the first semester was entered as the criterion variable. The results showed that both intelli- gence and self-control correlated significantly with GPA for the whole sample, r (74)=.31 and .58 respectively (p<.01). Intelligence and self- Control did not correlate significantly with each other. The results also showed that for the whole sample both intelligence and self-control accounted for 42% of the variance in students GPAs. For the gifted sample, both intelligence and self-control explained around 59% of the variance in the GPAs.
Öz
Bu çalışmada zekâ ve öz-kontrolün akademik olarak üstün zekâlı ve normal öğrencilerin aka- demik performanslarındaki rolü araştırılmıştır. Zekâ ölçümlerinde sözel ve sayısal olmak üzere iki alt testten oluşan Bilişsel Yetenek Testi (CAT) kullanılmıştır. Öz-kontrol ise öğrencile- rin ödevlerini ve görevlerini zamanında yapma davranışları gözlemlenerek değerlendirilmiştir. Üniversiteye devam eden 74 erkek birinci sınıf öğrencisi araştırmanın katılımcılarını oluştur- maktadır. Not ortalamaları 5 üzerinden 3,5’u geçen katılımcılar akademik üstün zekâlı olarak seçilmiştir. Zeka ve öz-kontrol puanları bağım- sız değişken, ilk dönem not ortalaması ise kri- ter değişkeni olarak kullanılarak çoklu doğru- sal regresyon modeli oluşturulmuştur. Bulgu- lara göre zeka ve öz-kontrol ile not ortalamaları arasında tüm örneklem için anlamlı bir ilişki bulunmuş r(74)= .31 ve .58; p<.01, zeka ve öz- kontrol arasında ise anlamlı bir ilişki buluna- mamıştır. Tüm örneklem için zekâ ve öz-kont- rol notların %42’sini açıklarken, üstün zekâlı grupta bu oran %59 olarak bulunmuştur.
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