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Introduction

Gifted and talented children are a unique population who possess exceptional abilities and potential in various domains such as academics, arts, leadership, and creativity. Despite their high intellectual capabilities, gifted children may face challenges in developing important skills such as self-regulation, which is crucial for their academic and personal success. Self-regulation refers to the ability to control one’s thoughts, emotions, and behaviors in order to achieve goals and adapt to different situations. The development of self-regulation skills in gifted and talented children is a complex process influenced by various factors including individual characteristics, environmental factors, and educational practices.

Background of Study

Gifted and talented children have unique learning needs that are often not adequately addressed in traditional educational settings. While much attention has been given to the cognitive aspects of giftedness, less is known about the socio-emotional development, including self-regulation skills, of these children. Understanding the factors that influence the development of self-regulation skills in gifted and talented children is essential for designing effective educational programs and interventions to support their holistic development.

Problem Statement

Despite their high potential, gifted and talented children may struggle with self-regulation skills, leading to underachievement, behavioral issues, and emotional difficulties. The factors that contribute to the development of self-regulation skills in this population are not well understood, hindering efforts to provide targeted support and interventions.

Objective of Study

The primary objective of this study is to investigate the factors influencing the development of self-regulation skills in gifted and talented children. Specifically, this research aims to identify individual, environmental, and educational factors that contribute to the development of self-regulation skills in this population.

Limitation of Study

This study is limited by the availability of literature on the topic, as research specifically focused on self-regulation skills in gifted and talented children is limited. Additionally, the study may be limited by the sample size and characteristics of the participants involved.

Scope of Study

This study focuses specifically on the development of self-regulation skills in gifted and talented children within educational settings. The study will not address other aspects of giftedness or talent development.

Significance of Study

This study has the potential to contribute to the existing literature on the development of self-regulation skills in gifted and talented children. Findings from this research could inform the design of targeted interventions and educational programs to support the socio-emotional development of gifted children.

Structure of the Thesis

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of gifted and talented children
2.2 Self-regulation skills in gifted children
2.3 Factors influencing self-regulation development
2.4 Educational practices for supporting self-regulation
2.5 Individual differences in self-regulation
2.6 Environmental factors impacting self-regulation
2.7 Socio-emotional development in gifted children
2.8 Current challenges in supporting self-regulation
2.9 Gaps in existing research
2.10 Theoretical frameworks for understanding self-regulation in gifted children

Chapter 3: Research Methodology
3.1 Research design
3.2 Participant selection
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Research limitations
3.7 Research validity and reliability
3.8 Research implications

Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Individual factors influencing self-regulation development
4.3 Environmental factors impacting self-regulation skills
4.4 Educational interventions for promoting self-regulation
4.5 Implications for practice
4.6 Recommendations for future research

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Implications for gifted education
5.3 Contributions to the field
5.4 Conclusion and recommendations for future research

Thesis Overview

The development of self-regulation skills in gifted and talented children is a critical yet understudied aspect of their socio-emotional development. This thesis aims to investigate the factors influencing the development of self-regulation skills in this unique population. The literature review will provide an overview of the current research on giftedness, self-regulation, and factors influencing self-regulation development. The research methodology section will outline the study design, participant selection, data collection methods, and data analysis procedures. The discussion of findings will present the results of the study, including individual, environmental, and educational factors influencing self-regulation skills in gifted and talented children. The conclusion will summarize key findings, discuss implications for practice, and offer recommendations for future research in this area.

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