<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Muhammet Davut Gül</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REASONS WHY GIFTED STUDENTS DROPOUT OF SCIENCE AND ART CENTERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">dropout</style></keyword><keyword><style  face="normal" font="default" size="100%">gifted students</style></keyword><keyword><style  face="normal" font="default" size="100%">reasons</style></keyword><keyword><style  face="normal" font="default" size="100%">science and art center</style></keyword><keyword><style  face="normal" font="default" size="100%">self-determination theory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4499563</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Gifted students gain the right to receive education outside of school at the Science and Art Centers (SACs) affiliated with the Ministry of National Education and begin to receive education in these institutions in Turkiye. However, after a while, it is seen that gifted students drop out of SACs. The purpose of this research is to examine the reasons why gifted students drop out of SACs. For this purpose, the study group consists of 26 primary and upper-secondary school students who were entitled to SACs in the Black Sea region, attended for at least one year and then dropped out. The study group was formed by criterion sampling. A semi-structured interview form consisting of four questions, one about demographic characteristics and three about opinions, prepared by taking expert opinion, was used as the data collection tool in the study. The obtained data were subjected to content analysis. Depending on the data obtained, student opinions were analyzed under three themes within the perspective of self-determination theory. Regarding SACs dropout, codes have been formed as differentiated education, teacher competency, deep learning, school time, compulsory attendance, and design SACs completely like a school. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">366-382</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jana  Bouwma-Gearhart</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRE-SERVICE EDUCATOR ATTRITION INFORMED BY SELF-DETERMINATION THEORY: AUTONOMY LOSS IN HIGH-STAKES EDUCATION ENVIRONMENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">high-stakes testing</style></keyword><keyword><style  face="normal" font="default" size="100%">self-determination theory</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher motivation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594283</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">26</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper documents results of research regarding one pre-service educator’s motivation to remain in the teaching profession at the secondary level. This qualitative research was based on semi-structured interviews and collaborative analysis between researcher and pre-service educator that included an iterative process of theory building informed by a pre-espoused theory treated as a secondary source of data. We present an instrumental case examined through the lens of self-determination theory (SDT), a theory of motivation shown to successfully inform a wide array of psychological data concerning human behavior and optimal functioning in a variety of social contexts but that, nonetheless, remains underutilized in the field of education. Applying this theoretical lens, we document the struggle that early educators may experience as a result of the felt loss of autonomy and volition with respect to the pedagogical competencies that teacher preparation programs help to instill. We provide recommendations for both teacher educators and school administrators hoping to secure educator success and retention in schools operating under strong teacher accountability mandates. We argue that self-determination theory is a powerful conceptual model that may inform and predict the experiences of others like our instrumental case subject working in similar environments, with our ultimate motive being the better preparation of aspiring educators’ in terms of their pedagogical savvy regarding professional realities.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">30-41</style></section></record></records></xml>