Reading Experience of Gifted Students: The Relationship Between Motivation, Attitude, and Anxiety
Gifted Child Quarterly, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/00169862261466473
- Dergi Adı: Gifted Child Quarterly
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Periodicals Index Online, Agricultural & Environmental Science Database, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo, DIALNET, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest)
- Anahtar Kelimeler: anxiety, attitudes, gifted, reading
- Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet
Özet
The present study aimed to examine the relationships among reading motivation, reading attitude, and reading anxiety of gifted students. The research employed a correlational design, a quantitative research method. The sample consisted of 647 students attending Science and Art Centers (BILSEM) in provinces selected from 12 regions according to the Statistical Region Units Classification defined by the Turkish Statistical Institute (TUIK). Participants were determined through criterion sampling, a purposive sampling method. Descriptive analyses revealed that students’ reading motivation and reading attitudes were relatively high, whereas their reading anxiety levels were moderate. Correlation analysis showed that reading motivation was negatively associated with reading anxiety and positively correlated with reading attitude, while reading anxiety was negatively correlated with reading attitude. A conceptual model was developed to examine these relationships and analyzed using structural equation modeling (SEM). The findings indicated that reading motivation directly and positively affected students’ reading attitudes and indirectly affected them through the partial mediating role of reading anxiety. Path coefficients suggested that reading motivation reduces anxiety, while anxiety negatively influences reading attitudes. These results highlight the importance of fostering reading motivation to minimize anxiety and promote positive attitudes toward reading among gifted students. Structuring reading education programs with engaging content and strategies that enhance motivation may support gifted learners in developing more positive and sustainable reading habits while alleviating their anxiety, thereby contributing to both emotional balance and long-term academic engagement in the reading process.