Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri ve Mizah

Sevilay Canpolat; Oğuzhan Güler; Murat Ökcü; Ayça Köksal Konik

doi:10.17679/inuefd.1311886

Research Article

Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri ve Mizah

Year 2023, Volume: 24 Issue: 2, 1490 - 1507, 15.09.2023

Sevilay Canpolat Oğuzhan Güler Murat Ökcü Ayça Köksal Konik

https://doi.org/10.17679/inuefd.1311886

Abstract

Özel yetenekli öğrencilerin problem çözme becerilerinde aile ilişkileri ve mizah değişkenlerinin yordama gücünün incelendiği bu araştırma, ilişkisel tarama modeline dayalı betimsel bir araştırmadır. Araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılında Türkiye’nin farklı illerinde bulunan Bilim ve Sanat Merkezlerinde öğrenim gören, özel yetenekli tanısı almış 295 öğrenci (x̄ = 12.17, Ss = 1.13) oluşturmuştur. Verilerin toplanmasında Çocuklar için Problem Çözme Envanteri, Çocuklar İçin Aile İlişkileri Ölçeği ve Çocuklar İçin Çok Boyutlu Mizah Anlayışı Ölçeği kullanılmıştır. Verilerin istatistiksel analizinde pearson momentler çarpım korelasyonu analizi ve çoklu regresyon analiz yöntemi kullanılmıştır. Araştırma sonucunda “aile ilişkileri” ve “mizah” değişkenlerinin özel yetenekli öğrencilerin problem çözme düzeylerini anlamlı şekilde yordadıkları bulunmuştur. Araştırmadan elde edilen bulgular alanyazın ışığında tartışılmış ve araştırmalar ve aileler için öneriler sunulmuştur.

Keywords

özel yetenekli öğrenciler, aile ilişkileri, mizah, problem çözme becerileri

References

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Algül, N. A., UzkuL, S., & Özçelik, A. D. Ö. (2022). Dört-altı yaş arasındaki çocukların sosyal becerileri ile anne tutumları arasındaki ilişkinin incelenmesi. In International Symposium on Child “Child in Interdisciplinary Perspective” Proceedings Book (pp. 62).
Assouline, S. G., Colangelo, N., Lupkowski-Shoplik, A., & Lipscomb, J. (2015). Developing math talent: A guide for educators and parents. Waco, TX: Prufrock Press.
Azizah, U., & Nasrudin, H. (2022). Problem solving thinking skills: Effectiveness of problem-solving model in teaching chemistry college students. Jurnal Penelitian Pendidikan Ipa, 8(3), 1462-1469. https://doi.org/10.29303/jppipa.v8i3.1700
Balmores-Paulino, R. S. (2020). Humor. Encyclopedia of Personality and Individual Differences, 2081-2087. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Brimhall, D., & Cullinan, C. (1991). Gifted siblings: The relationship with their siblings and parents. Gifted Child Quarterly, 35(1), 16-22.
Coleman, J. S. (2018). Parents, their children, and schools. Routledge.
Çetinkaya, Ç. (2014). The effect of gifted students’ creative problem solving program on creative thinking. Procedia-Social and Behavioral Sciences, 116, 3722-3726.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (Vol. 2). Ankara: Pegem Akademi.
De la Fuente, A., Cardeñoso, O., Chang, E. C., Lucas, A. G., Li, M., & Chang, O. D. (2022). The role of problem-solving ability, beyond academic motivation, in college students’ psychological adjustment. Current Psychology, 1-10. https://doi.org/10.1007/s12144-022-02945-y.
Demirtaş Zorbaz, S., & Korkut Owen, F. (2013). Çocuklar için aile ilişkileri ölçeği’ nin geliştirilmesi. Turkish Psychological Counseling & Guidance Journal, 4(39).
Desiningrum, D. R., Suminar, D. R., & Surjaningrum, E. R. (2019). Otizm spektrum bozukluğu olan çocukların annelerinde psikolojik iyilik hali: Aile işlevinin rolü. Humanitas Endonezya Psikoloji Dergisi, 16(2), 106. https://doi.org/10.26555/humanitas.v16i2.10981
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Ermayanti, E., Anwar, Y., & Santri, D. J., (2021). Analysis of students’ creative thinking on plant microtechnical laboratory practices. Jpbi (Jurnal Pendidikan Biologi Indonesia), 7(2), 111-116. https://doi.org/10.22219/jpbi.v7i2.12321
Ertuğrul, N., & Kutluca, A. Y. (2020). Okul öncesi öğretmenlerinin duygusal zekâ düzeyleri ile problem çözme becerileri ilişkisi. Academy Journal of Educational Sciences, 4(1), 1-10. https://doi.org/10.31805/acjes.656153.
Gallagher, J. J., & Gallagher, S. A. (1994). Gender differences in gifted adolescents' perceptions of their parents' roles in talent development. Journal of Youth and Adolescence, 23(3), 373-385.
Gottfried, A. E., Gottfried, A. W., & Guerin, D. W. (2007). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 78(4), 1395-1410.
Greiff, S., Holt, D., & Funke, J. (2013). Perspectives on problem solving in cognitive research and educational assessment: analytical, interactive, and collaborative problem solving. Journal of Problem Solving, 5, 71-91.
Gross, M. U. (2000). Exceptionally and profoundly gifted students: An underserved population. Understanding Our Gifted, 12(2), 3-9.
Grusec, J. E., Danyliuk, T., Kil, H., & O’Neill, D. (2017). Perspectives on parent discipline and child outcomes. International Journal of Behavioral Development, 41(4), 465-471.
Gubbins, E. J. (2015). The cognitive characteristics of mathematically gifted students. In S. G. Assouline, N. Colangelo, J. VanTassel-Baska, & A. Lupkowski-Shoplik (Eds.), A nation empowered: Evidence trumps the excuses holding back America’s brightest students (pp. 169-174). Iowa City, IA: Belin-Blank Center for Gifted Education and Talent Development.
Hacatrjana, L. (2022). Flexibility to change the solution: An indicator of problem solving that predicted 9th grade students’ academic achievement during distance learning, in parallel to reasoning abilities and parental education. Journal of Intelligence, 10(7), 1-17. https://doi.org/10.3390/jintelligence10010007.
Huang, H. Y., Li, H., & Hsu, Y. C. (2022). Coping, COVID knowledge, communication, and HBCU student's emotional well-being: Mediating role of perceived control and social connectedness. Journal of Community Psychology, 1-23. https://doi.org/10.1002/jcop.22824.
Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of personality and social psychology, 52(6), 1122.
Izzo, F., Baiocco, R., & Pistella, J.. (2022). Children’s and adolescents’ happiness and family functioning: a systematic literature review. International Journal of Environmental and Public Health, 19(24), 16593. https://doi.org/10.3390/ijerph192416593
Jager, T. D., & Maserumule, M. H. (2021). Innovative community projects to educate informal settlement inhabitants in the sustainment of the natural environment. Sustainability, 13(11), 6238. https://doi.org/10.3390/su13116238
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.
Karasar, N. (2014). Bilimsel araştırma yöntemi. Nobel Yayıncılık.
Keown, L. J., & Woodward, L. J. (2006). Preschool boys with pervasive hyperactivity: Early peer functioning and mother–child relationship influences. Social Development, 15(1), 23-45.
Kerns, K. A., & Abraham, M. M. (2002). Mother-child attachment in later middle childhood: Assessment approaches and associations with mood and emotion regulation. Attachment & Human Development, 4(1), 1-33.
Kim, E. S., Kim, H. E., & Kim, J. J. (2020). The neural influence of autobiographical memory related to the parent-child relationship on psychological health in adulthood. Plos One, 15(4), e0231592. https://doi.org/10.1371/journal.pone.0231592 Martin, R. A. (2007). The psychology of humor: An integrative approach. Burlington MA: Elsevier Academic Press.
Martin, R. A., & Lefcourt, H. M. (1983). Sense of humor as a moderator of the relation between stressors and moods. Journal of Personality and Social Psychology, 45(6), 1313.
Moore, G. A., Cohn, J. F., & Campbell, S. B. (2001). Infant affective responses to mother's still face at 6 months differentially predict externalizing and internalizing behaviors at 18 months. Developmental Psychology, 37(5), 706.
Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
OECD (2019). PISA 2018 Results (Volume V): Effective Policies, Successful Schools. Paris: OECD Publishing.
Ogelman, H. G., Önder, A., Seçer, Z., & Erten, H. (2013). Anne tutumlarının 5-6 yaş çocuklarının sosyal becerilerini ve okula uyumlarının yordayıcı etkisi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (29), 143-152.
Olszewski-Kubilius, P., Lee, S. Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199-216.
Papalia, D. E., Olds, S. W., Feldman, R. D., & Gross, D. (2003). Human development (9 th. edition). USA: McGraw Hill.
Pınar, S. E., Yıldırım, G., & Sayın, N. (2018). Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates. Nurse Education Today, 64, 144-149. https://doi.org/10.1016/j.nedt.2018.02.014.
Popper, K. R. (1999). All life is problem solving. Psychology Press.
Rumahlatu, D., Sangur, K., & Liline, S. (2020, January 3). The effect of complex ınstruction team product (cıtp) learning model on ıncrease student’s skills. International Journal of Instruction, 13(1), 587-606. https://doi.org/10.29333/iji.2020.13138a
Scherer, R., & Beckmann, J. (2014). The acquisition of problem solving competence: evidence from 41 countries that math and science education matters. Large-Scale Assessments in Education, 2(1). https://doi.org/10.1186/s40536-014-0010-7
Schoenfeld, A. H. (2014). What is problem solving? In S. L. Lajoie (Ed.), The Cambridge Handbook of Technology and Education (pp. 295–309). Cambridge: Cambridge University Press.
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Predictors of Problem-Solving Skills of Gifted Children: Family Relationships and Humor

Year 2023, Volume: 24 Issue: 2, 1490 - 1507, 15.09.2023

Sevilay Canpolat Oğuzhan Güler Murat Ökcü Ayça Köksal Konik

https://doi.org/10.17679/inuefd.1311886

Abstract

This study, which examines the predictive power of family relationships and humor variables in the problem-solving skills of gifted students, is a descriptive study based on the relational screening model. The study group of the research consisted of 295 students (M = 12.17, SD = 1.13) diagnosed as gifted and studying in Science and Art Centers in different provinces of Turkey in the 2022-2023 academic year. Problem Solving Inventory for Children, Family Relationship Scale for Children and Multidimensional Sense of Humor Scale for Children were used to collect the data. Pearson product-moment correlation analysis and multiple regression analysis method were used in the statistical analysis of the data. As a result of the study, it was found that "family relationships" and "humor" variables significantly predicted the problem-solving levels of gifted students. The findings obtained from the study were discussed in the light of the literature and recommendations for research and families were presented.

Keywords

gifted students, family relationships, humor, problem solving skills

References

Akın, A., & Bilgin, O. (2015). Çocuklar için çok boyutlu mizah anlayışı ölçeğinin Türkçe formu: geçerlik ve güvenirlik çalışması. Journal of International Social Research, 8(37), 684-688.
Algül, N. A., UzkuL, S., & Özçelik, A. D. Ö. (2022). Dört-altı yaş arasındaki çocukların sosyal becerileri ile anne tutumları arasındaki ilişkinin incelenmesi. In International Symposium on Child “Child in Interdisciplinary Perspective” Proceedings Book (pp. 62).
Assouline, S. G., Colangelo, N., Lupkowski-Shoplik, A., & Lipscomb, J. (2015). Developing math talent: A guide for educators and parents. Waco, TX: Prufrock Press.
Azizah, U., & Nasrudin, H. (2022). Problem solving thinking skills: Effectiveness of problem-solving model in teaching chemistry college students. Jurnal Penelitian Pendidikan Ipa, 8(3), 1462-1469. https://doi.org/10.29303/jppipa.v8i3.1700
Balmores-Paulino, R. S. (2020). Humor. Encyclopedia of Personality and Individual Differences, 2081-2087. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Brimhall, D., & Cullinan, C. (1991). Gifted siblings: The relationship with their siblings and parents. Gifted Child Quarterly, 35(1), 16-22.
Coleman, J. S. (2018). Parents, their children, and schools. Routledge.
Çetinkaya, Ç. (2014). The effect of gifted students’ creative problem solving program on creative thinking. Procedia-Social and Behavioral Sciences, 116, 3722-3726.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (Vol. 2). Ankara: Pegem Akademi.
De la Fuente, A., Cardeñoso, O., Chang, E. C., Lucas, A. G., Li, M., & Chang, O. D. (2022). The role of problem-solving ability, beyond academic motivation, in college students’ psychological adjustment. Current Psychology, 1-10. https://doi.org/10.1007/s12144-022-02945-y.
Demirtaş Zorbaz, S., & Korkut Owen, F. (2013). Çocuklar için aile ilişkileri ölçeği’ nin geliştirilmesi. Turkish Psychological Counseling & Guidance Journal, 4(39).
Desiningrum, D. R., Suminar, D. R., & Surjaningrum, E. R. (2019). Otizm spektrum bozukluğu olan çocukların annelerinde psikolojik iyilik hali: Aile işlevinin rolü. Humanitas Endonezya Psikoloji Dergisi, 16(2), 106. https://doi.org/10.26555/humanitas.v16i2.10981
Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children's effortful control, and externalizing problems: A three‐wave longitudinal study. Child development, 76(5), 1055-1071.
Ermayanti, E., Anwar, Y., & Santri, D. J., (2021). Analysis of students’ creative thinking on plant microtechnical laboratory practices. Jpbi (Jurnal Pendidikan Biologi Indonesia), 7(2), 111-116. https://doi.org/10.22219/jpbi.v7i2.12321
Ertuğrul, N., & Kutluca, A. Y. (2020). Okul öncesi öğretmenlerinin duygusal zekâ düzeyleri ile problem çözme becerileri ilişkisi. Academy Journal of Educational Sciences, 4(1), 1-10. https://doi.org/10.31805/acjes.656153.
Gallagher, J. J., & Gallagher, S. A. (1994). Gender differences in gifted adolescents' perceptions of their parents' roles in talent development. Journal of Youth and Adolescence, 23(3), 373-385.
Gottfried, A. E., Gottfried, A. W., & Guerin, D. W. (2007). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 78(4), 1395-1410.
Greiff, S., Holt, D., & Funke, J. (2013). Perspectives on problem solving in cognitive research and educational assessment: analytical, interactive, and collaborative problem solving. Journal of Problem Solving, 5, 71-91.
Gross, M. U. (2000). Exceptionally and profoundly gifted students: An underserved population. Understanding Our Gifted, 12(2), 3-9.
Grusec, J. E., Danyliuk, T., Kil, H., & O’Neill, D. (2017). Perspectives on parent discipline and child outcomes. International Journal of Behavioral Development, 41(4), 465-471.
Gubbins, E. J. (2015). The cognitive characteristics of mathematically gifted students. In S. G. Assouline, N. Colangelo, J. VanTassel-Baska, & A. Lupkowski-Shoplik (Eds.), A nation empowered: Evidence trumps the excuses holding back America’s brightest students (pp. 169-174). Iowa City, IA: Belin-Blank Center for Gifted Education and Talent Development.
Hacatrjana, L. (2022). Flexibility to change the solution: An indicator of problem solving that predicted 9th grade students’ academic achievement during distance learning, in parallel to reasoning abilities and parental education. Journal of Intelligence, 10(7), 1-17. https://doi.org/10.3390/jintelligence10010007.
Huang, H. Y., Li, H., & Hsu, Y. C. (2022). Coping, COVID knowledge, communication, and HBCU student's emotional well-being: Mediating role of perceived control and social connectedness. Journal of Community Psychology, 1-23. https://doi.org/10.1002/jcop.22824.
Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of personality and social psychology, 52(6), 1122.
Izzo, F., Baiocco, R., & Pistella, J.. (2022). Children’s and adolescents’ happiness and family functioning: a systematic literature review. International Journal of Environmental and Public Health, 19(24), 16593. https://doi.org/10.3390/ijerph192416593
Jager, T. D., & Maserumule, M. H. (2021). Innovative community projects to educate informal settlement inhabitants in the sustainment of the natural environment. Sustainability, 13(11), 6238. https://doi.org/10.3390/su13116238
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.
Karasar, N. (2014). Bilimsel araştırma yöntemi. Nobel Yayıncılık.
Keown, L. J., & Woodward, L. J. (2006). Preschool boys with pervasive hyperactivity: Early peer functioning and mother–child relationship influences. Social Development, 15(1), 23-45.
Kerns, K. A., & Abraham, M. M. (2002). Mother-child attachment in later middle childhood: Assessment approaches and associations with mood and emotion regulation. Attachment & Human Development, 4(1), 1-33.
Kim, E. S., Kim, H. E., & Kim, J. J. (2020). The neural influence of autobiographical memory related to the parent-child relationship on psychological health in adulthood. Plos One, 15(4), e0231592. https://doi.org/10.1371/journal.pone.0231592 Martin, R. A. (2007). The psychology of humor: An integrative approach. Burlington MA: Elsevier Academic Press.
Martin, R. A., & Lefcourt, H. M. (1983). Sense of humor as a moderator of the relation between stressors and moods. Journal of Personality and Social Psychology, 45(6), 1313.
Moore, G. A., Cohn, J. F., & Campbell, S. B. (2001). Infant affective responses to mother's still face at 6 months differentially predict externalizing and internalizing behaviors at 18 months. Developmental Psychology, 37(5), 706.
Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
OECD (2019). PISA 2018 Results (Volume V): Effective Policies, Successful Schools. Paris: OECD Publishing.
Ogelman, H. G., Önder, A., Seçer, Z., & Erten, H. (2013). Anne tutumlarının 5-6 yaş çocuklarının sosyal becerilerini ve okula uyumlarının yordayıcı etkisi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (29), 143-152.
Olszewski-Kubilius, P., Lee, S. Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199-216.
Papalia, D. E., Olds, S. W., Feldman, R. D., & Gross, D. (2003). Human development (9 th. edition). USA: McGraw Hill.
Pınar, S. E., Yıldırım, G., & Sayın, N. (2018). Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates. Nurse Education Today, 64, 144-149. https://doi.org/10.1016/j.nedt.2018.02.014.
Popper, K. R. (1999). All life is problem solving. Psychology Press.
Rumahlatu, D., Sangur, K., & Liline, S. (2020, January 3). The effect of complex ınstruction team product (cıtp) learning model on ıncrease student’s skills. International Journal of Instruction, 13(1), 587-606. https://doi.org/10.29333/iji.2020.13138a
Scherer, R., & Beckmann, J. (2014). The acquisition of problem solving competence: evidence from 41 countries that math and science education matters. Large-Scale Assessments in Education, 2(1). https://doi.org/10.1186/s40536-014-0010-7
Schoenfeld, A. H. (2014). What is problem solving? In S. L. Lajoie (Ed.), The Cambridge Handbook of Technology and Education (pp. 295–309). Cambridge: Cambridge University Press.
Senemoğlu, N. (2009). Gelişim, öğrenme ve öğretim. Ankara: Pegem Akademi.
Serin, O., Bulut Serin, N., & Saygılı, G. (2010). İlköğretim düzeyindeki çocuklar için problem çözme envanteri'nin (ÇPÇE) geliştirilmesi. İlköğretim Online, 9(2), 446-458.
Silverman, L. K. (1993). Counseling the gifted and talented. Denver, CO: Love Publishing.
Socha, T. J. (2012). Children‘s humor: Foundations of laughter across the lifespan. Humor Communication: Theory, Impact, Outcomes, Ed.: RL Dicioccio. http://www. Odu. Edu/~ Tsocha/Comm601/Socha-Childrens-Humor-Chapter.
Sternberg, R. J., & Davidson, J. E. (2005). The nature of insight. Cambridge, MA: MIT Press.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education.
Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayınları.
Totan, T., & Kabasakal, Z. (2012). Problem çözme becerileri eğitiminin ilköğretim altıncı sınıf öğrencilerinin sosyal ve duygusal öğrenme ihtiyaçları ve becerileri üzerine etkisi. İlköğretim Online, 11(3), 813-828.
Treffinger, D. J., & Isaksen, S. G. (2005). Creative problem solving: The history, development, and implications for gifted education and talent development. Gifted Child Quarterly, 49(4), 342-353.
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Primary Language	Turkish
Journal Section	Articles
Authors	Sevilay Canpolat 0000-0002-2356-3960 Oğuzhan Güler 0000-0003-3603-3691 Murat Ökcü 0000-0002-3319-2550 Ayça Köksal Konik 0000-0001-6726-8739
Publication Date	September 15, 2023
Published in Issue	Year 2023 Volume: 24 Issue: 2

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APA	Canpolat, S., Güler, O., Ökcü, M., Köksal Konik, A. (2023). Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri ve Mizah. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 1490-1507. https://doi.org/10.17679/inuefd.1311886
AMA	Canpolat S, Güler O, Ökcü M, Köksal Konik A. Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri ve Mizah. INUJFE. September 2023;24(2):1490-1507. doi:10.17679/inuefd.1311886
Chicago	Canpolat, Sevilay, Oğuzhan Güler, Murat Ökcü, and Ayça Köksal Konik. “Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri Ve Mizah”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, no. 2 (September 2023): 1490-1507. https://doi.org/10.17679/inuefd.1311886.
EndNote	Canpolat S, Güler O, Ökcü M, Köksal Konik A (September 1, 2023) Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri ve Mizah. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 2 1490–1507.
IEEE	S. Canpolat, O. Güler, M. Ökcü, and A. Köksal Konik, “Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri ve Mizah”, INUJFE, vol. 24, no. 2, pp. 1490–1507, 2023, doi: 10.17679/inuefd.1311886.
ISNAD	Canpolat, Sevilay et al. “Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri Ve Mizah”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/2 (September 2023), 1490-1507. https://doi.org/10.17679/inuefd.1311886.
JAMA	Canpolat S, Güler O, Ökcü M, Köksal Konik A. Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri ve Mizah. INUJFE. 2023;24:1490–1507.
MLA	Canpolat, Sevilay et al. “Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri Ve Mizah”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 24, no. 2, 2023, pp. 1490-07, doi:10.17679/inuefd.1311886.
Vancouver	Canpolat S, Güler O, Ökcü M, Köksal Konik A. Özel Yetenekli Çocukların Problem Çözme Becerilerinin Yordayıcıları: Aile İlişkileri ve Mizah. INUJFE. 2023;24(2):1490-507.

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