AN INVESTIGATION OF SELF-EFFICACY, LOCUS OF CONTROL, AND ACADEMIC PROCRASTINATION AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN STUDENTS DIAGNOSED AS GIFTED AND NON-GIFTED
The overall objective of this study was to investigate self-efficacy, locus of control, and academic procrastination as predictors of academic achievement in students identified as gifted or non-gifted (normal). Another purpose of the study was to analyze whether there was a difference between the self-efficacy, locus of control, and academic procrastination scores of the students in both groups. The study group consisted of 6th, 7th, and 8th-grade students, some of whom were Science and Art Centers students who were diagnosed as gifted, while others were public school students who were not diagnosed as gifted. The data of the study were collected using the Self-Efficacy Questionnaire for Children, the Internal-External Locus of Control Scale, and the Academic Procrastination Scale. The Pearson Product-Moment Correlation Coefficient, the Independent Samples t-Test, and simple and multiple linear regression were employed to analyze the data. According to the results, it can be said that academic procrastination has an important role in the academic achievement of gifted students, whereas self-efficacy, locus of control, and academic procrastination have a significant part to play in the academic achievement of non-gifted students. The comparison of self-efficacy, locus of control, and academic procrastination scores of gifted and non-gifted students indicated that the self-efficacy scores of gifted students were significantly higher than those of the non-gifted. Article visualizations
