Abstract:

The purpose of this study was to determine parental views about the multitask performances of non-gifted students and gifted students, who were frequently said to demonstrate directly or indirectly metacognitive abilities such as high intelligence, strong working memory capacity and high memory. An interview form was used to collect detailed information about the students’ multitask performances in their daily lives, about the influence of digital tools in their learning processes and about the influence of multitask efforts on their achievements. Within the scope of the study, interviews were held with the parents of 12 gifted and 13 non-gifted students. For the analysis of the qualitative data, content analysis and discourse analysis were applied. There were parents who considered their gifted children’s multitask performances to be excellent, while some parents reported that their children were not successful in this respect. Similar to the parents of gifted children, some of the parents of children who were not diagnosed as gifted were suspicious of their children’s multitask efforts. In addition, some parents in both groups had moderate views about these efforts and shared uncertainty about the related consequences with the researcher.

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