A Comparative Analysis of Achievement Emotions by Science Achievement Situation Perceived by Science Gifted Students in General and Gifted Science Class

In this study, the achievement emotions of each science achievement situation perceived by science gifted students in general and gifted science class were compared and analyzed. The subjects of the study were 165 science gifted students of the G gifted education institute attached to university. The achievement emotions scale for each science achievement situation used in this study was used by modifying and supplementing the previous study scales. As a result of the study, it was found that science gifted students had statistically significant differences in some achievement emotions in science class and science learning, and there was no statistically significant difference in all achievement emotions in science test achievement situation. In addition, it was found that there was a statistically significant difference in some achievement emotions in science class, science learning, and science test achievement situations according to gender. Based on these research results, implications for achievement emotions by science class, science learning, and science test in general and gifted science class perceived by science gifted students were suggested.