Özet:
In this study, it is aimed to determine the lifelong learning
tendencies and the level of self-regulatory learning skills of gifted
students and the relationship between them. In the study,
exploratory sequential mixed methods design, one of the mixed
method designs, was used. The sample of the study consisted of
168 gifted students who continued their education at a Science and
Art Center (SAC) in a city in Eastern Anatolia Region of Turkey in
the 2018-2019 academic years. Quantitative data were collected
using Lifelong Learning Scale (LLS) and Perceived Self-Regulation
Scale (PSRS). Qualitative data of the study were collected by semistructured interviews conducted with 15 students. The quantitative
data of the study were analyzed by independent samples t test,
ANOVA and Pearson Product-Moment Correlation analysis. In the
analysis of the qualitative data, inductive content analysis was
used. As a result of the analysis, it was found that the total scores
obtained from the Lifelong Learning Scale and the Perceived Selfregulation Scale did not show a significant difference by gender
and program variables. It has been determined that there is a
moderate significant relationship between lifelong learning
tendencies of gifted students and their perceptions about selfregulation skills. When the opinions of the gifted students about
lifelong learning tendencies are examined, it is seen that
participants determine the reasons of the problems and go for
solutions in line with their purpose, they like to produce solutions
by making intellectual struggles, and they make scientific and nonscientific readings and use these readings to produce different
solutions. It was also seen that they tried different ways to correct
their mistakes. Based on these findings, it can be said that
individuals with high perceptions about self-regulatory learning
skills have high lifelong learning tendencies. In this context, it is
recommended to enrich Science and Art Center’s curriculum in
order to improve students' self-regulation skills and developing
lifelong learning tendencies.
