___

• Adderholdt, M., & Goldberg, J. (1999). Perfectionism: Whats bad about being too good. Minneapolis: Free Spirit Publishing.
• Akarsu, F. (2004). Üstün yetenekliler [Gifted child]. I. Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı, İstanbul: Çocuk Vakfı Yayınları, 142-146.
• Baker, J. A. (1996). Everyday stressors of academically gifted adolescents. Prufrock Journal, 7(2), 356-368.
• Bencik, S. (2006). Üstün yetenekli çocuklarda mükemmeliyetçilik ve benlik algısı arasındaki ilişkinin incelenmesi [Study of Relationship between Perfectionism and Self-concept in Gifted Children]. Unpublished Master’s Thesis, Hacettepe University.
• Bowers, E. (2012). The Everything Guide to Coping with Perfectionism: Overcome Toxic Perfectionism, Learn to Embrace Your Mistakes, and Discover the Potential for Positive Change. Adams Media.
• Burka, J. B., & Yuen, L. M. (1983). Procrastination: Why you do it, what to do about it now. New York: Addison-Wessley.
• Burns, D. D. (1980). The perfectionist’s script for self-defeat. Psychology Today, 34–51.
• Bümen, N. T. (2005). Okulda çoklu zekâ kuramı [Multiple Intelligences in School]. Pegem A Yayıncılık.
• Coşar Ciğerci, Z. (2006). Üstün Yetenekli Olan Ve Olmayan Ergenlerde Benlik Saygısı, Başkalarının Algılaması Ve Psikolojik Belirtiler Arasındaki İlişkiler[the compaarison of gifted and nongifted adolescents in terms of self-esteem pyschological indications and perceiptions by the others]. Unpublished Master’s Thesis, Sakarya University.
• Çalık, B. & Birgili, B. (2013). Multiple Intelligence Theory for Gifted Education: Criticisms and Implications, Journal for the Education of the Young Scientist and Giftedness, 1(2), 1-12.
• Dağlıoğlu, H. E. (1995). İlkokul 2.-5. Sınıflara Devam Eden Çocuklar Arasından Üstün Yetenekli Olanların Belirlenmesi [Identification of Gifted Students in grades between 2 to 5]. Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Yayımlanmamış Yüksek Lisans Tezi.
• Davaslıgil, Ü., (2004). Durum Tespit Komisyonu Ön Raporu [Evaluation Snap Report]. "I. Türkiye Üstün Yetenekli Çocuklar Kongresi." İstanbul: Çocuk Vakfı Yayınları.
• Flett, G. L., & Hewitt, P. L. (2002). Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment issues. In P. L. Hewitt & G. L. Flett (Eds.), Perfectionism. Washington, DC: American Psychological Association.
• Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449–468.
• Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
• Gürel, E., & Tat, M. (2010). Çoklu Zekâ Kuramı: Tekli Zekâ Anlayışından Çoklu Zekâ Yaklaşımına [Multiple Intelligence: From Unitary Approach to Multiple Approach]. Journal of International Social Research, 3(11).
• Hoerr, T. R. (1994). The Multiple Intelligence Approach to Giftedness.Contemporary Education, 66(1), 32-35.
• Karasar, N. (2009). Bilimsel Araştırma Yöntemi [Scientific Research Methods]. Ankara: Nobel Yayın Dağıtım.
• Kırdök, O. (2004). Olumlu ve olumsuz mukemmeliyetcilik olcegi gelistirme calismasi [Reliability and Validity Studies of Positive and Negative Perfectionism Scale]. Unpublished Master Thesis. Cukurova Universitesi Sosyal Bilimler Enstitusu, Adana.
• Kline, B. E., & Short, E. B. (1991). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13(3), 118-121.
• Kramer, H. J. (1987). Anxiety, perfectionism and attributions for failure in gifted and non-gifted junior high school students. UMI Dissertation Abstracts.
• Kök, B. (2012). Üstün zekâlı ve yetenekli öğrencilerde farklılaştırılmış geometri öğretiminin yaratıcılığa, uzamsal yeteneğe ve başarıya etkisi [The Effect of Differentıated Geometry Teaching on Gifted and Talented Students in view of Creatıvıty, Spatial Ability and Success]. Unpublished doctoral dissertation. İstanbul: İstanbul University, Institute of Social Sciences.
• LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort.Roeper Review, 22(3), 182-185.
• Özden, Y. (2008). Öğrenme ve öğretme [Learning and teaching], Ankara: Pegem Akademi Yayınları.
• Roberts, S. M., & Lovett, S. B. (1994). Examining the “F” in gifted: Academically gifted adolescents' physiological and affective responses to scholastic failure. Journal for the Education of the Gifted, 17(3), 241-259.
• Saban, A. (2004). Çoklu zekâ teorisi ve eğitimi [Theory and Education of Multiple Intelligences]. Nobel dağıtım, 2001.
• Schuler, P. A. (1997). Characteristics and Perceptions of Perfectionism in Gifted Adolescents in a Rural School Environment, Unpublished Phd’s Thesis, University of Connecticut,
• Schuler, P. A. (2000). Perfectionism and gifted adolescents. Prufrock Journal,11(4), 183-196.
• Schuler. P. A. (2002) Perfectionism in Gifted Children Adolescent: Neihart, M. and N. A. f. G. Children, the Social and emotianal development of gifted children: what do we know?, Prufrocks Press (TX)
• Selçuk, Z., Kayılı, H., & Okut, L. (2002). Çoklu zeka uygulamaları [Application of Multiple Intelligences]. Nobel.
• Somov, P. (2010). Present perfect: a mindfulness approach to letting go of perfectionism and the need for control. New Harbinger Publications.
• Temiz, N. (2007). Çoklu Zeka Kuramı- Okulda Ve Sınıfta [Multiple Intelligences in School and Class], Ankara: Nobel Yayın dağıtım.