___

• AFZAL, H., ALİ, I., KHAN, M. A. & HAMİD, K. (2010) ‘A study of university students’motivation and its relationship with their academic performance.’ International Journal of Business and Management, 5, 80–8.
• AKKANAT, N.,GÖKDERE,M. VE MUTLU, Ç.(2015). Gifted Children’s Parent’s Involvement Level And Their Attitude Towards Regular School. Multidisciplinary Academic Conference on Education, Teaching and E-Learning, 1(1), 1-11. Prag
• AL-DHAMIT, Y. & KREISHAN, L.(2016). “Gifted students’ intrinsic and extrinsic motivations and parental influence on their motivation: from the self-determination theory perspective.” Journal of Research in Special Educational Needs 16(1)13–23.
• ATAMAN, A. (2003). Üstün Zekalılar ve Üstün Yetenekliler, A. Ataman (Ed.) Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş, Ankara: Gündüz Eğitim.
• BAYSAL METİN, N., DAĞLIOĞLU, H.E. VE SARANLI, A.G. (2018). Çocuk Gelişimi Bakış Açısıyla Üstün Yetenekli Çocuklar. Ankara: Hedef
• BLOOM, B. S. (1985) Developing talent in young people. New York: Ballantine.
• BORLAND, J. H. & WRIGHT, L. (2000) Identifying and educating poor and under-represented gifted students, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (pp: 587–594). Oxford: Elsevier Science CARLTON, M. P., & WINSLER, A. (1998). “Fostering intrinsic motivation in early childhood classrooms.” Early Childhood Education Journal, 25(3), 159-166.
• CHAN, D. W. (2000) ‘Exploring identification procedures of gifted students by teacher ratings parent ratings, and student self-reports in Hong Kong.’ High Ability Studies, 11,69–82.
• H. Elif Dağlıoğlu 356 Millî Eğitim Sayı 1 Özel Sayı/2018
• CLINKENBEARD, P. (1994) Motivation and highly able students: resolving paradoxes, in: J. B. Hansen & S. M. Hoover (Eds) Talent development: theories and practice (pp:187–202). Dubuque: Kendall/Hunt.
• COLEMAN, L. J. & CROSS, T. L. (2000) Social–emotional development and the personal experience of giftedness, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds). International handbook of giftedness and talent(pp:203–212). Oxford: Elsevier Science.
• COLEMAN, L. J. & CROSS, T. L. (2001). Schooling the Gifted, Knoxville, TN: Addison-Wesley.
• CROSS, T.L. (2001). “Social/Emotional needs: Gifted children and Erikson’s Theory of psychosocial”. Gifted Child Today 24(1), 54-55.
• CSİKSZENTMIHALYI, M. R., RATHUNDE, K. & WHALEN, S. (1997). Talented teenagers – the roots of success and failure. Cambridge: Cambridge University.
• ÇİTİL, M. VE ATAMAN, A. (2018). “İlköğretim Çağındaki Üstün Yetenekli Öğrencilerin Davranışsal Özelliklerinin Eğitim Ortamlarına Yansıması ve Ortaya Çıkabilecek Sorunlar”. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 38(1),185-231.
• DAĞLIOĞLU, H. E. VE ALEMDAR, M. (2010). “Üstün yetenekli bir çocuğun ebeveyni olmak”, Kastamonu Eğitim Dergisi, 18, 849-860.
• DECI E. L. & RYAN, R. M. (1985). Intrinsic motivation and self-determination of human behavior. New York: Plenum.
• DECI, E. L. & RYAN, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester.
• DECI, E. L. & RYAN, R.M. (1991). A motivational approach to self: integration in personality. Nebraska symposium on motivation. Perspectives on Motivation, edited by R. Dienstbier. (pp.237-288). Lincoln, NE: University of Nebraska.
• DECI, E. L. (1975). Intrinsic motivation. New York: Plenum.
• DURLAK, J. (2010). “The importance of doing well in whatever you do: A commentary on the special section, Implementation research in early childhood education”. Early Childhood Research Quarterly, 25(3), 348-357.
• ERDEN, M. & AKMAN, Y.(2011). Eğitim Psikolojisi. Ankara: Arkadaş.
• ERİŞ, B., SEYFİ, R., &HANOZ, S. (2009). “Perceptions of parents with gifted children about gifted education in Turkey”.Gifted and Talented International, 23(1) 55-65.
• FELDHUSEN, J. F. (2005). Giftedness, talent, expertise, and creative achivement. In R.J. Sternberg & J.E. Davidson (Eds.) Conception of giftedness (vol:2 pp:64-79). New York: Cambridge University.
• FELDHUSEN, J. F. VE HOOVER, S.M. (1986). “A conception of giftedness: Intelligence, selfconcept and motivation.” Rooper Review,8(3),140-143.
• FLEITH, D. S. & GUIMARAES, T. G. (2006). ‘Psychoeducational service for parents of gifted and talented students: a Brazilian experience.’ Gifted Education International, 20, 63–8.
• Özerklik Kuramı Bakış Açısından Üstün Yetenekli Çocuklarda Motivasyon Millî Eğitim Sayı 1 Özel Sayı/2018 357
• FONTANA, D. (1981). Psychology for teachers. London: The British Psychological Society and Macmillan.
• FREEMAN, J. (1979). Gifted children.Lancaster: MTP.
• FREEMAN, J. (1998). Educating the very able: current international research. London: The Stationery.
• FREEMAN, J. (2000). Families: the essential context for gifts and talents, in: K. A. Heller, F. J.
• Mönks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (pp:573–586). Oxford: Elsevier Science.
• FREUD, S. (1927). The ego and the id. London: Institute for Psychoanalysis and Hogarth.
• GAGNÉ, F. (2004). “Transforming gifts into talents: The DMGT as a developmental theory”. High Ability Studies, 15, 119-147 (doi:10.1080/1359813042000314682).
• GAGNÉ, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane & T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (pp. 61-80). Waco, TX: Prufrock.
• GARLAND, A. F.VE ZIEGLER, E. (1999). “Emotional and behavioral problems among highly intellectually gifted youth”. Roeper Review, 22(1),41-44.
• GARN, A. C., MATTHEWS, M. S. & JENNIFER, L. J. (2010). ‘Parental influence on the academic motivation of gifted students: a self-determination theory perspective.’ Gifted Child Quarterly, 54,263–72.
• GESTWICKI, C. (2016). Developmentally appropriate practice: Curriculum and developmen in early education (6th ed.). Cengage Learning.
• GOMME, S. (2000) The role of the family, in: M. J. Stopper (Ed.) Meeting the social and emotional needs of gifted and talented children(pp:50–64). London: David Fulton.
• GOTTFRIED, A. E., & GOTTFRIED, A. W. (2009). Development of gifted motivation from childhood through young adulthood: Longitudinal research and implications for gifted assessment and education. In L. Shavinina (Ed.), International handbook of giftedness and talent (pp. 617–631). New York, NY: Springer Science.
• GOTTFRIED, A. E., FLEMING, J. S. & GOTTFRIED, A. W. (1994). ‘Role of parental motivational practices in children’s academic intrinsic motivation and achievement.’ Journal of Educational Psychology, 86,104–13.
• GOTTFRIED, A.E. VE GOTTFRIED, A.W. (2004).”Toward the development of a coceptualization of gifted motivation.” Gifted Child Quarterly, 48(2)121-132
• GOTTFRIED, A.W., COOK, C.R. GOTTFRIED, A.E. & MORRIS, P.E.(2005). “Educational characterisic of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood.”Gifted Child Quarterly, 49(2)172-186.
• GROLNICK, W. S. & RYAN, R., M. (1989). “Parent styles associated with children’s selfregulation and competence in school.” Journal of Educational Psychology, 81, 143-154.
• H. Elif Dağlıoğlu 358 Millî Eğitim Sayı 1 Özel Sayı/2018
• GROLNICK, W. S. & SLOWIACZEK, M. L. (1994). “Parent’s involvement in children’s schooling: A multidimensional conceptualization and motivational model.” Child Development, 65,
• GROLNICK, W. S., DECI, E. L., & RYAN, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory (pp 135- 161). Hoboken, NJ: Wiley.
• GROLNICK, W. S., RYAN, R. M., & DECI, E. L. (1991). “The inner resources for school achievement: Motivational mediators of children’s perceptions of their parents.” Journal of Educational Psychology, 83, 508-517.
• GROSS, M. U. M. (1993). Exceptionally gifted children. London: Routledge.
• HARTER, S (1974). “Pleasure derived by children from cognitive challenges and mastery.” Child Development, 45, 661-669.
• HAY, I. (1993). “Motivation, self-perception and gifted students” Gifted Education International, 9(1), 16–21.
• HELLER, K.A., PERLETH, C. & LIM, T.K. (2005). The Munich Model of Giftedness designed to identify and promote gifted students. In R.J. Sternberg &J. E. Davidson (Eds.) Conception of giftedness. New York: Cambridge University.
• HORNBY, G.,&LAFAELE, R. (2011). “Barriers to parental involvement in education: An explanatory model.” Educational Review, 63(1) 37-52.
• HOWE, M. (1995). What can we learn from the lives of geniuses? in: J. Freeman, P. Span & H. Wagner (Eds) Actualizing talent: a lifelong challenge (pp:33–41). London: Cassell.
• JEYNES, W.H. (2005). “A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement”.Urban Education,40,(3), 237–69.
• JOLLY, J. L. & MATTHEWS, M. S.. (2012). “A critique of the literature on parenting gifted learners”, Journal for the Education of the Gifted, 35 (3), 259-290.
• KERRY, T. (1992). Judging and handling ability in classrooms: do circumstances alter cases?, in: L. Jones (Ed.) Curriculum for able children (pp:7–26). London: Middlesex University.
• KUTLU, Ç., GÖKDERE,M. VE AKKANAT,N. (2015). Turkish gifted children’s parents’ involvement. Multidisciplinary Academic Conference on Education, Teaching and E-learning 1(1), 1-10. Prag
• KÜRÜM, E. Y. (2007). The Effect of Motivational Factors on the Foreign Language Achievement of Students in University Education. Yüksek Lisans Tezi. Ankara.
• LEANA-TAŞÇILAR, M. Z., ÖZYAPRAK, M., GÜÇYETER, Ş., KANLİ, E., ve CAMCI-ERDOĞAN, S. (2014). “Üstün Zekâlı Ve Yetenekli Çocuklarda Mükemmeliyetçiliğin Değerlendirilmesi”.
• Hasan Âli Yücel Eğitim Fakültesi Dergisi, 11-1 (21), 31-45.
• Özerklik Kuramı Bakış Açısından Üstün Yetenekli Çocuklarda Motivasyon Millî Eğitim Sayı 1 Özel Sayı/2018 359
• LENS, W. & RAND, P. (2000). Motivation and cognition: their role in the development of giftedness, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent. (pp:193–202). Oxford: Elsevier Science.
• LEYDEN, S. (1985) Helping the child of exceptional ability. Kent: Croom Helm.
• LOVECKY, D. V. (1993). The quest for meaning: Counseling issues with gifted children and adolescents. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 29-50). Denver: Love Publishing.
• MARZOOGHI, R., SHEIKHOLESLAMI, R. & SHAMSHIRI, B. (2009). ‘Comparing achievement goal orientations of Iranian gifted and nongifted schoolchildren.’ Journal of Applied Sciences, 9, 1990–1993.
• MASLOW, A. H. (1955). Deficiency motivation and growth motivation. In M. R. Jones (Ed.), Nebraska symposium on motivation, (Vol. 3, pp. 1-30). Lincoln, NE: University of Nebraska Press.
• MCKINNEY, K. (2006). Encouraging Students’ Intrinsic Motivation. Retrieved July 25, 2006, from http://www.cat.ilstu.edu/additional/tips/intMotiv.php
• MENDAGLİO, S. (2003). “Heightened Multifaceted Sensitivity of Gifted Students: Implications for Counseling”. Journal of Secondary Gifted Education, 14(2), 72-82.
• MİLLİ EĞİTİM BAKANLIĞI (MEB) (2006). Özel Eğitim Hizmetleri Yönetmeliği. Ankara: Milli Eğitim Basımevi.
• MOKROVA,I. (2012). Motıvatıon At Preschool Age And Subsequent School Success: Role of Supportıve Parentıng and chıld temperament. Doktora tezi the Faculty of the Graduate School at The University of North Carolina.
• MOON S. M., KELLY K. R. & FELDHUSEN J. F. (1997). “Specialized counseling services for gifted youth and their families: A needs assessment” Gifted Child Quarterly, 41, 16-25.
• MORAWSKA, A. & SANDERS, M. R. (2009). ‘Parenting gifted and talented children: conceptual and empirical foundations.’ Gifted Child Quarterly, 53,163–73.
• MORELOCK, M. (1992). “Giftedness: The view from within” Understanding Our Gifted 4 (3), 1, 11-15.
• MÖNKS, F. J. & MASON, E. J. (2000) Developmental psychology and giftedness: theories and research, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent. (pp:587–594). Oxford: Elsevier Science.
• MÖNKS, F. J. & VAN BOXTEL H., W. (1986) Gifted adolescents: a developmental perspective, in: J. Freeman (Ed.) The psychology of gifted children: perspectives on development and education (pp:275–296). Chichester: John Wiley.
• NATIONAL ASSOCIATION FOR GIFTED CHILDREN (NAGC) (2011). State of the States in Gifted Education: National Policy and Practice Data 2010-2011. Washington, DC: National Association for Gifted Children.
• H. Elif Dağlıoğlu 360 Millî Eğitim Sayı 1 Özel Sayı/2018
• NEIHART, M., REİS, S. M., ROBİNSON, N. M., & MOON, S. M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock.
• OĞURLU, Ü. VE YAMAN, Y. (2014). “Ebeveynlerin üstün zekâlı ve yetenekli çocuklarıyla ilgili rehberlik ihtiyaçları”. Türk Üstün Zekâ ve Eğitim Dergisi, 3(2), 81-94.
• OLSZEWSKI-KUBILIUS, P. (2001) ‘Parenting practices that promote talent development, creativity, and optimal adjustment.’ In M. Neihart, S. Reis, N. Robinson & S. Moon (eds),
• The Social and Emotional Development of Gifted Children: What do We Know? (pp. 205–12). Washington: Prufrock.
• ÖMEROĞLU, E., SARIKAYA, R., DAĞLIOĞLU, H.E., KILIÇ ÇAKMAK,E., KARATAŞ, S., SARICI BULUT,S., ŞAHİN M.G., SABANCI, O., KUKUL V., TURUPCU DOĞAN A., BASİT, O.
• (2017). “The Terms Used in Gifted and Talented Education in Turkey, Relevant Legal Framework and Educational Practices”. International Journal of Early Childhood Speci Education (INT-JECSE), 9(1), 1-16.
• ÖZBEY, S. VE DAĞLIOĞLU, H.E. (2017). Adaptation Study of The Motivation Scale for The Preschool Children (DMQ18).International Journal of Academic Research 4, 2 (1)1-8.Kaydedilirke hatTekrar denensin mi?
• PERLETH, C., SIERWALD, W. & HELLER,K.A. (1993).” Selected results of the Munich longitudinal study of giftedness: The multidimentional/typological giftedness model”. Rooper Review, 15(3)149-155.
• PETERS, W. A. M., GRAGER-LOIDL, H. & SUPPLEE, P. (2000) Underachievement in gifted children and adolescents: theory and practice, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent. (pp:609–620). Oxford: Elsevier Science.
• PEYRE, H., RAMUS, F., MELCHİOR, M., FORHAN, A. , HEUDE, B. & GAUVRİT, N. (2016). Emotional, behavioral and social difficulties among high-IQ children during the preschool period: Results of the EDEN mother–child cohort. Personality and Individual Differences, 94, 366-371.
• PFEIFFER, S. I., & STOCKING, V. B. (2000). “Vulnerabilities of academically gifted students”. Special Services in the Schools, 16(1-2), 83–93.
• PHILLIPS, N. & LINDSAY, G. (2006). “Motivation in gifted students”. High Ability Studies, 17 (1)57–73.
• POMERANTZ, E. M., GROLNICK, W. S., & PRICE, C. E. (2005). The role of parents in how children approach achievement. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 259-278). New York: Guilford Press.
• POMERANTZ, E.M., E.A. MOORMAN, AND S.D. LITWACK (2007). “The how, whom and why of parents’ involvement in children’s academic lives: More is not always better.” Review of Educational Research,77(3), 373–410.
• RADFORD, J. (1990). Child prodigies and exceptional early achievers. Hemel Hempstead: Harvester Wheatsheaf. Özerklik Kuramı Bakış Açısından Üstün Yetenekli Çocuklarda Motivasyon Millî Eğitim Sayı 1 Özel Sayı/2018 361
• REEVE, J. (2002). “Self-Determination Theory Applied to Educational Settings”. In E. L. Deci & R. M. Ryan (Eds.). Handbook of Self-Determination Research (pp. 183– 203). New York: University of Rochester.
• RENZULLI, J. S. (1986) The three ring conception of giftedness: a developmental model of creative productivity, in: R. J. Sternberg & J. E. Davidson (Eds) Conceptions of giftedness. (pp.53–92). New York: Cambridge University.
• RENZULLI, J.S. (1978). “What makes giftedness: re-examining a definition”. Phi Delta Kappan, 60, 180-184.
• REYNOLDS, A. J., TEMPLE, J., ROBERTSON, D., & MANN, E. (2001). “Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year followup of low-income children in public schools.” Journal of the American Medical Association, 285, 2339-2346.
• ROBINSON, A., SHORE, B. M. & ENERSEN, D. L. (2014). Üstün zekalılar eğitiminde en iyi uygulamalar (Çev.Ed. Hüseyin Ogurlu, Fatih Kaya), Ankara: Nobel.
• ROBINSON, N. M. (1990). Parents and the development and education of gifted students, Fundamentals of gifted education considering multiple perspectives (Ed. Carolyn M. Callahan, Holly L. Hertberg-Davis, UK: Routledge.
• ROE, A. (1983). Early background of eminent scientists, in: R. S. Albert (Ed.) Genius and eminence: the psychology of creativity and exceptional achievement. (pp.170–181). Oxford: Pergamon.
• ROEDELL, W. (1984). “Vulnerabilities of the Gifted Children”. Roeper Review, 6(3), 127-130.
• ROGERS, C. (1963). The actualizing tendency in relation to “motives” and to consciousness. In M/ R. Jones (Ed.), Nebraska symposium on motivation (pp.11,1-24). Lincoln, NE: University of Nebraska.
• RYAN R. M. & DECI, E. L. (2000). “Self-determination theory and the facilitation of intrinsic motivation, social development and well-being.” American Psychologist, 55, 68-78.
• RYAN, R. M. & DECI, E. L. (2002). An overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester
• RYAN, R. M. (1995). “Psychological needs and the facilitation of integrative processes”. Journal of Personality, 63: 397-427.
• RYAN, R. M., & CONNELL, J. P. (1989). “Perceived locus of causality and internalization”. Journal of Personality and Social Psychology, 57, 749-761.
• RYAN, R. M., & DECI, E. L. (2015). “Toward a social psychology of assimilation: self-determination theory in cognitive development and education,” in B. W. Sokol, F. M. E. Grouzet, and U. Muller (Eds.) SelfRegulation and Autonomy: Social and Developmental Dimensions of Human Conduct (pp.191–207).New York: Cambridge University.
• H. Elif Dağlıoğlu 362 Millî Eğitim Sayı 1 Özel Sayı/2018
• RYAN, R. M., DECI, E. L., GROLNICK, W. S., & LA GUARDIA, J. G. (2006). The significance of autonomy and autonomy support in psychological development of psychopathology. In
• D. Cicchetti & D. J. Cohen, (Eds.), Developmental psychopathology (2nd ed., Vol. 1, pp. 795-849). New York: Wiley.
• RYAN, R. M., STILLER, J., & LYNCH, J. H. (1994). “Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem”. Journal of Early Adolescence, 14, 226-
• SARANLI, A. G. (2015). “Üstün Yetenekli Okul Öncesi Çocuklarına Yönelik Bir Erken Müdahale Yöntemi Uygulaması: Erken Zenginleştirme” II. Uluslararası Avrasya Eğitim Araştırmaları Kongresi. Hacettepe Üniversitesi, Ankara.
• SARANLI, A. G. (2017). “Eş Zamanlı Olmayan Gelişimin Üstün Yetenekli Çocuklardaki Gelişimi Üzerine bir Vaka İncelemesi.” Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi18 (1), 1-20.
• SCHNEİDER, W. (2000). Giftedness, expertise and (exceptional) performance: a developmental perspective, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (pp: 165-178). Oxford: Elsevier Science.
• SIEGLE, D. & MCCOACH, D. B. (2005).‘Making difference: motivating gifted students who are not achieving.’ Teaching Exceptional Children, 38 (1), 22–7.
• STERNBERG, R. J. (2000). Giftedness as developing expertise, in: K. A. Heller, F. J. Mo¨nks, R. J. Sternberg & R. F. Subotnik (Eds) International handbook of giftedness and talent (pp:55-66). Oxford: Elsevier Science.
• STERNBERG, R. J. (2007). “Finding students who are wise, practical, and creative”. The Chronicle of Higher Education, 53(44), 11.
• STREET, P. (2001). “The role of motivation to the academic achievement of gifted secondary students”, Gifted Educational International, 15(2), 164–177.
• SUTHERLAND, M. J. (2006). The early years setting-an inclusive framework. Chris M. M. Smith (Ed.), Including the gifted and talented- Making inclusion work for more gifted and able learners içinde (s. 56-68). London: Routledge.
• TIESCO, C. (1999). Meeting The Socio- Emotional Needs of Talented Teens. Gifted Child Today Magazine, 22(3), 38-43.
• TORTOP, H. S., ve EKER, C. (2014). “Üstün Yetenekliler Eğitim Programlarında Öz-Düzenlemeli Öğrenme Neden Yer Almalıdır?” Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 2(1), 23-41.
• UDVARİ, S. J. & SCHNEIDER, B. H. (2000). “Motivation and achievement: competition and the adjustment of gifted children: a matter of motivation,” Roeper Review, 22(4), 212–216.
• VALLERAND, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271-360). San Diego, CA: Academic.
• Özerklik Kuramı Bakış Açısından Üstün Yetenekli Çocuklarda Motivasyon Millî Eğitim Sayı 1 Özel Sayı/2018 363
• WEBB, J. T., AMEND, E. R., WEBB, N. E., GOERSS, J., BELJAN, P., & OLENCHAK, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.
• WHITE, R. W. (1963). Ego and reality in psychoanalytic theory. New York: International Universities.
• WHYBRA, J. (1992). ”Exceptionally able children: a whole school approach.” Gifted Education International, 8(2), 86–91.
• WILLIAMS, M. VE R. L. BURDEN (1999). Psychology for Language Teachers. Edition, Cambridge: Cambridge University.
• WINNER, E. (1996). Gifted Children Myths and Realities. New York: Basic.
• WOOLFOLK, A. E. (1998). Educational Psychology. Boston: Allyn&Bacon.