Abstract

The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending the Gifted Teacher Training Program at Istanbul University, the first program of its kind to be initiated in Turkey. The instruments used for data collection were the Self-Regulated Learning Skills Scale (SRLSS), Causal Dimensions Scale II, and Great Point Average (GPA). According to the results obtained, girls scored higher in self-regulated learning skills such as planning and strategy using / assessment; they also scored higher in total self-regulated learning skills. Results for the lack of self-directedness sub-dimension showed statistically meaningful differences, with third-year students scoring highest, while there were also statistically meaningful differences in the locus of causality given as the reason for lack of success, with first-year students scoring highest. Correlation analysis showed a positive relationship between self-regulated learning skills and the causal focus subscale of causal attributions; between stability and personal control; and between scores for the planning, strategy using / assessment, and total self-regulated learning skills subscales of self-regulated learning skills on the one hand, and academic success on the other hand. However, it appeared that only the planning sub-dimension was a predictor of academic success. Finally, in the current study the subject of why the possession of these skills is important for trainee teachers preparing to teach gifted and talented students is discussed.

Key words: Self-regulated learning, causal attribution, academic success, teachers of gifted children.