Abstract:
Purpose: Self-actualization is understood as an effort to develop a level to which one aspires. Gifted individuals are expected especially to be more likely to reach this level than normal individuals of the same age. The Purpose of this study is to determine the self-actualization perception levels of students at BILSEM, which is within the Ministry of National Education, and those who did not attend BILSEM, Research Methods: This study utilizes squantitative research methods in which descriptive methods were used to determine and compare self-actualization perceptions of gifted and non-gifted students. Its sample was chosen by purposeful sampling and was composed of 253 students in total, 115 of which attended BILSEM and 138 of which didnot attend BILSEM. In the scope of this study, the "Self-Actualization Scale'' developed by Battal and San (2010), was used. Findings: As a result of the study, the perception levels of the gifted students are higher than non-gifted students in terms of self-actualization, social relations, creativity, critical thinking, and emotional integrity. In addition, it was also observed that the students who attended pre-school have higher perceived levels of self-actualization. Implications for Research and Practice: According to the results, without overlooking the equality of opportunities in education, works that will increase the self-actualization perceptions of students who cannot go to BILSEM should be included by means of education programs and concealed curricula. Future studies could investigate why perceived levels of self-actualization of gifted students were higher than those of non-gifted students. (C) 2017 Ani Publishing Ltd. All rights reserved
