DOI: 10.21764/maeuefd.1954400 ISSN: 1302-8944

The relationship between time management, motivation, and self-regulation among gifted and non-gifted students

Şule Köse Afkan, Süleyman Doğru, Ayşegül İşlekeller Bozca
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This study examined relationships among time management skills, motivation, and self-regulation in gifted and non-gifted middle school students, and tested whether these constructs differed by giftedness status. Data were collected using the Time Management Scale for Primary School Level (TMS-PS), the Intrinsic–Extrinsic Motivation Scale (IEMS), and the Perceived Self-Regulation Scale (PSRS). Time management was positively and significantly correlated with intrinsic motivation and negatively correlated with extrinsic motivation in both groups. It was also positively and significantly correlated with self-regulation in both groups, with no significant between-group difference in the strength of this relationship. Gifted students scored significantly lower than non-gifted students on Effective Time Use and Extrinsic Motivation, whereas Procrastination, Intrinsic Motivation, Openness, and Seeking did not differ significantly between groups. These findings suggest that giftedness does not straightforwardly translate into stronger time management or self-regulation, and that academic support for gifted students should address motivational and self-regulatory processes alongside cognitive development.

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