The Effect of The Art Education Status of Gifted Students on Their Professional Preferences

This study aims to investigate the effect of gifted students' art education on their professional preferences. The survey model, one of the quantitative research models, was used. A total of 320 students from the Çukurova Science and Art Center art field and general talent field, which were determined by the convenience sampling method, constitute the research sample group. The occupational preference inventory prepared by Atli and Kendal (2017) was used in the research. The inventory comprises six sub-dimensions: investigative, entrepreneurial, artistic, social, realistic, and traditional. Independent Sample t-Test and Anova Test were applied for the analyses, and Cohen's d and Eta Square tests were applied to calculate the effect level in meaningful data. As a result of the research on general talent and art students, it has been determined that there are significant differences in gender, school type, school level, and age.


INTRODUCTION
It is important both personally and socially that a person can express himself/herself, that they will not get bored of dealing with it throughout their life, and that he prefers a profession suitable for their personality.It is essential for the individual to choose a profession according to their existing abilities to benefit themselves and the society in which they live because it affects their economic level, social environment, living standard, job satisfaction, and job efficiency.For this reason, choosing a profession is seen as an important turning point in one's life.Selecting a profession that conflicts with the personality traits and interests of the individual negatively affects both their private life and professional life (Aydemir, 2018).The reflection of the individual on their characteristics, interests, training, life experiences, and professional preferences will benefit both themselves and the society they live in (Miller & Cummings, 2009).
Many methods are used to measure the interests of individuals.However, while one of the most preferred methods is inventory application, another is to ask a person directly about their interests.Although it is seen as a conventional method to determine the areas of interest in line with the answers received, it is also possible to reveal the interests by considering the social appreciation (dignity, prestige) against the attitudes related to the job and profession (Kuzgun, 2000).For this reason, inventory and scales should be used in determining interest, where both validity and reliability factors are considered (Herr, Cromer, & Niles, 2004).Holland's (1997) RIASEC professional interest model on identifying professional interests, cognitive abilities, and academic achievement is among the leading models (Vock, Köller, & Nagy, 2013).

Dutch Model of Professional Interest
The vocational Preference Inventory (VPI), initially developed as a short personality test, was primarily used to evaluate professional interests (Gottfredson, 1996).Holland collects the occupational choice inventory in six sub-dimensions.These dimensions were determined as "Realist," "Investigative," "Artistic," "Social," "Entrepreneurial," and "Conventional" (RIASEC).Each type is characterized by a constellation of interests, preferred activities, beliefs, abilities, values, and characteristics.A Holland code (typically the first letters of the RIASEC type that the person most closely resembles) is generated based on evaluations (Nauta, 2010).
Realistic: The realistic dimension is associated with technical and mechanical skills, a dogmatic and practical approach to work, and an interest in working outdoors, with machines or hands.People in this group are more prone to take action than mental activities; they look for logical and concrete solutions while solving problems.They like nature, plants, and animals.Among the professions specific to this type, there are professions such as carpentry, agricultural technicians, and engineering.
Researcher: The researcher includes scientific skills and interests, an intellectual and curious personality, and mathematics and research skills.People in this group enjoy experimenting and observing, researching abstract concepts, and solving problems using analysis synthesis steps.Profession groups that include physics, chemistry, biology, mathematics, and social sciences are among the professions specific to this type.Artistic: The artistic dimension is associated with innovative and creative features, interests, and skill sets in the arts, including visual and performing arts and creative writing.
In addition to the fact that the people in this group have high imagination, developed creative aspects, and can produce original ideas, they have personality traits that work individually rather than in group work and do not like systematic and regular work.Among the professions specific to this type are departments that include fine arts, literature, theater, architecture, and cinema.
Social: This area is characterized by a social and harmonious attitude, interest in helping others in areas such as teaching or counseling, and interpersonal skills.It can be said that the people in this group like to communicate with people and avoid being involved in mechanical work.As characteristics specific to this area, it is stated that individuals have more humane, sociable, benevolent, and human aspects.Professionals specific to this type include psychologists, teachers, and tourism guides.
Entrepreneur: The entrepreneurial dimension is characterized by an ambitious and dominant personality and leadership skills related to sales, law, and trade; extroverts affect those around them and attach importance to power and prestige.The people in this group have improved leadership characteristics, strong rhetoric, high persuasion skills, and energetic, ambitious, and extroverted characteristics.These individuals enjoy competition and taking risks very much.Occupations such as policy, operator, lawyer, and finance departments can be examples of this type of occupation group.
Traditional: This area is characterized by a systematic and practical approach to work in general, strong office and organizational ability, and conservative values.Individuals have a more traditionally planned structure with certain rules, and enjoy routine work.At the same time, they are individuals with limited imagination, regular, meticulous, and enjoy dealing with numerical data.Among the professions specific to this type, jobs such as accountants, bankers, and office clerks can be given as examples (Holland, 1997).
The closer the types of people are to each other, the higher the harmony between their profession and personality is.While adjacent types of features are called adaptive (e.g., realistic versus traditional; entrepreneur versus social), opposing areas are also referred to as maladaptive (e.g., traditional versus artistic; researcher versus entrepreneur).In addition, according to this theory, people's success in their careers depends on the harmony between their professions and their personalities (Kamaşak and Bulutlar, 2010: 122).Even if the individual's professional preferences vary at every age and in every period, their interests or areas of talent play an active role in the profession they want to choose.
Many studies have been conducted on occupational preferences from the primary school to university (Flexer, 2008;Bezanson, 2003;Can&Taylı, 2014).Early identification of individuals' interests and orientations is important regarding professional preferences, national added value, social benefit, and individual satisfaction.In particular, it will be beneficial for society to determine the interests of individuals whose particular talent areas are more advanced than their peers and to receive training in this direction.These students are considered more successful than their peers (Gagne, 2003;Sternberg, Jarvin, & Grigerenko, 2010), and the education they need may also differ (Kaya, Ogurlu, & Hizli, 2017).Special, talented individuals differ from their peers with their metacognitive characteristics (Kail, 2000), intellectual development (Achter, Lubinski, Benbow & Eftekhari-Sanjani, 1999), their ability to comprehend and combine academic and emotional knowledge to solve problems (Gottfredson, 2003).For this reason, they begin to think about their careers earlier than their peers (Kerr and Sodano, 2003;Silverman, 1993).In terms of education and career development, the gifted individual is confronted at a younger age than their peers with the issue that their preferences (i.e., interests and values) are sufficient to produce mature, valid information and can evaluate this information and can help clarify the current complexity (Schmidt, Lubinski, & Benbow, 1998).Some researchers state that intellectually gifted and highly successful students differ from their peers in terms of their intellectual abilities and professional preferences (Stapf, 2003).Specially talented individuals will carry their current potential to the highest level with the training they need in areas or areas for their outstanding talents.When determining the fields of verbal, mathematical, visual, or auditory ability, it is crucial that they have a tendency and interest in the areas (Chen and Wong, 2013).Of course, talent alone is insufficient for positive and successful vocational training development.However, it is crucial to choose a profession that matches their interests, needs, abilities, and personal life.(Lofquist & Dawis, 1991;Lubinski & Benbow, 2000).In particular, the process is central to success, professional interests, and decision-making for the selected job and post-professional satisfaction.(Gottfredson, 1996).While making a professional choice, the individual is expected to consider their ability in the areas they are interested in and enjoys working in (Chen and Wong, 2013).Previous studies have determined factors such as gender differences (Ferriman, Lubinski, and Benbow, 2009;Kerr and Sodano, 2003) and high potentiality (Achter vd., 1999;Silverman, 1993) affect the occupational preferences of exceptionally talented individuals.Her education, culture, environmental expectations and interests, and abilities are active in her career choices.In addition to determining the individual's area of interest, receiving an education in that area of interest will enable them to develop their interest and ability.With the art education of gifted individuals who are prone to the field of art, it was observed that they developed self-confidence (Bayav, 2007;Koca, 2007), selfesteem (Barış, 2002;Toy, 2006), social skills (Barış, 2008), creative thinking skills (Zimmerman, 2009;Köse, 2006;Keser, 2019), visual perception skills (Carroll, 1987), environmental awareness (Durmuş, 2009) and entrepreneurship characteristics (Mohamed Helmy Elfiel, 2019).Science and Art Centers (BİLSEM) have been established in our country to provide specially talented individuals with the education they need for their field of interest.Individuals with high artistic skills are educated in the areas of "Visual Arts" and "Music," while individuals with interest and skills in mathematics, science, and social sciences are educated in the field of "General Talent" (MEB, 2016).Although, there are studies indicating that the education they receive in BİLSEM affects children's personality development and their skill and talent development in the field they are related to (Sözel, 2019).
In the literature review, there are many studies to determine the professional preferences of individuals with unique talents (Kher-Durlabhji, Lacina-Gifford, Carter, & Lalande, 1997;Kara 2019), the problems they encounter when determining their professional preferences (Kaya, Ogurlu, & Hizli, 2017;Bostan, Bostan, Öztürk &Öztürk, 2020;.), the guidance needed when determining a career (Yusof, Mokhtar, Sulaiman & Mohtar, 2020;Chen & Wong, 2013), the change of professional preferences over the years (Schmidt, Lubinski, & Benbow, 1998), or to investigate the differences between individuals with unique talents and their peers with normal development (Miller & Cummings, 2009;Vock, Köller & Nagy, 2013).However, no study has been found on the effect of the art education status of specially talented individuals on their professional preferences.

The Aim of the Study
The individual's basic skills, characteristics, abilities, and equipment should be considered in occupational preferences.To determine these characteristics of the individual, it was aimed to give an idea to exceptionally talented individuals about their professional preferences by using the Holland Professional Choice inventory and to determine whether their status of receiving art education from these individuals affects their preferences.For this purpose, answers to the following questions will be sought; 1. Is there a significant difference in the occupational preferences of gifted students according to the field they are diagnosed with? 2. Is there a significant difference in the professional preferences of gifted general and art talent students according to gender? 3. Is there a significant difference in the professional preferences of gifted general and art talent students according to their school levels?4. Is there a significant difference in the professional preferences of gifted general and art talent students according to age? 5. Is there a significant difference in the professional preferences of gifted general talent students and gifted art talent students according to the type of school?

METHOD
Research Method: The survey model, one of the quantitative research models, was used.According to Karasar (2004), screening models aim to describe a past or present situation as it is.The event, person, or object subject to the research is tried to be defined as it is under its conditions, and no effort is made to change or affect them in any way.

Participants
The convenience sampling method was used in the study.The appropriate sampling method is explained as the selection of the sample from the unit that can be easily applied due to time and labor limitations (Büyüköztürk et al., 2009).A total of 320 students ranging from fifth to twelfth-grade students studying general talent, music, and visual arts at the Adana Science and Art Center make up the study's sample group.35%(112) of the students participating in the study were female in the field of art (SA), 23.1% (74) were female in the field of general talent (GYA), 15% (48) were male in the area of art (SA), and 26.9% (86) were male in the field of general talent (GYA).

Data Collection Tools
In the first part, the researcher creates a personal information form.This form consists of gender, school type, school level, and age variables.
The occupational preference inventory prepared by Atli and Keldal (2017) was used.In the inventory, there are sub-dimensions that determine the 6-person type of realistic, researcher, artistic, social, entrepreneurial, and traditional personality.
Realistic: Technical and mechanical skills are characterized by a dogmatic and practical approach to work and an interest in working outdoors, with machines or hands.
Researcher: Scientific skills and interests are characterized by an intellectual and curious personality and mathematical and research abilities.
Artistic: It is characterized by creative and creative features and a set of interests and skills in the arts, including visual and performing arts and creative writing.
Social: A social and harmonious attitude is characterized by an interest in helping others in areas such as teaching or counseling and interpersonal skills.
Entrepreneur: Characterized by an extroverted, ambitious, and dominant personality and leadership skills in areas of interest in sales, law, and commerce.
Traditional: A systematic and practical approach to work is characterized by solid bureau and organizational capability and conservative values.
The scale consists of 30 items, and a 9-point Likert rating was used.The Cronbach Alpha value of the scale varies between .65 and .85.In the studies using this scale, Cronbach's alpha value was found to be .72(Bostan, Bostan, Öztürk &Öztürk, 2020).In this study, .78 for the realistic sub-dimension, .81 for the researcher sub-dimension, .74 for the artist subdimension, .86 for the social sub-dimension, .84 for the entrepreneur sub-dimension, and .84 for the traditional sub-dimension.In this study, Cronbach's alpha value was found to be 82.

Data Collection and Analysis
Personal information forms and scales were prepared on the form and applied to students, and the data used in the study were obtained.Before the inventory was applied, the researcher created the informative text containing the necessary explanations, and volunteerism was taken as a basis for the study participation.Students were asked to fill in the items in the inventory according to the most appropriate option.It took a student approximately 20-30 minutes to complete the inventory.Before the study, the number of participants was determined by applying the G Power power analysis test.The statistical analyses to be used in light of the data collected from the participants were determined.A normality test was applied to examine the distribution of the data to determine the analysis of the relationship between the art education status of gifted students and their professional preferences.Correlation analysis was performed with Frequency Distribution Test, Independent Sample t-test, and ANOVA test in normally distributed data.Cohen d and Eta Square values were calculated to determine the effect level.

Ethical consideration
In this study, all rules stated to be followed within the "Higher Education Institutions According to the results of the analysis made for the first research question, when the field of special talented students' diagnosed and their occupational preferences were examined, it was found that the scoring average of the students in the area of art was high in the artistic, social and research sub-dimensions, and the scoring average of the students in the field of general talent was high in the researcher, social and artistic sub-dimensions (Table .2).There was no significant difference in the professional preferences of gifted General Talent Field (GTF) students and gifted Art Field (AF) students according to gender in realistic, social and entrepreneurial sub-dimensions (p>.05).In the researcher subdimension according to gender in the professional preferences of gifted general talent students and gifted artfield students,024) (p<.05,Table .3).According to the Post Hoc test, this significance was found to be high between the researcher score average of the female students with GTF (© χ= 9.34)and the research score average of the female students with AF (8.46); high between the research score average of the female students with AF (8.46)and the research score average of the male students with GTF (8.42); high between the research score average of the male students with GTF (8.42) and the research score average of the male students with AF (7.31) (Table.4).Again, when the artistic sub-dimension is examined, it is seen that there iAF moderate ( .157).This difference was found to be high between the artistic score average of AF female students (© χ= 10.11) and the artistic score average of AF female students (9.05); high between the artistic score average of AF female students (9.05) and the artistic score average of AF male students (8.08); high between the artistic score average of AF male students (8.08) and the artistic score average of AF male students (6.47) (Table .4).In addition, in the traditional sub-dimension, there is a weak level (.02=029).
According to this difference; AF female students' artistic score average (© χ= 10.11) and GTF female students' artistic score average (149.05)were found to be high; AF female students' artistic score average (159.0516)and GTF male students' artistic score average (178.08)were found to be high;19 AF male student' artistic score average (8.08)GTF male students' artistic score average (186.47)were found to be high (Table 4).As an answer to another research question, no significant difference was found in the professional preferences of gifted General Talent Field (GTF) students and gifted Art Field   ).8).Again, when the artistic sub-dimension is examined, it is seen that there is a low level of.).8).As an answer to the last research question; no significant difference was found in the professional preferences of gifted General Talent Field (GTF) students and gifted Art Field (AF) students according to school type; realistic, researcher, social, entrepreneurial, and traditional sub-dimensions (p>.05,Table.9).However, when we look at the artistic subdimension, it is seen that there is a low level of 074).This difference was found to be high between the artistic score average of the AF private school students (©χ= 9.58) and the artistic score average of the AF public school students (9.41); high between the artistic score average of the AF public school students (9.41)and the artistic score average of the GTF private school students (7.83); high between the artistic score average of the GTF private school students (7.83) and the artistic score average of the GTF public school students (7.44) (Table 10).

CONCLUSION AND DISCUSSION
In studies investigating the effect of art education on the individual, there are three different opinions cognitive approach, psychological approach, and self-developmental approach.While the cognitive approach explains the use of art in the evaluation of children's knowledge about the changing world, the psychological approach explains art as the reflection of the inner worlds of individuals.In the third approach, art education is where individuals establish a relationship with the society they are in, understand their selfdevelopment, and become a tool for communicating with society (Zimmerman and Zimmerman, 2000).
Art aims to reveal the meaning in the content of the work, not to define it by the appearance of the resulting products.Art stimulates entrepreneurship and independence feelings in the individual.The work of art is expected to be original.Art education aims to educate tastes and emotions, to create a perspective towards a beautiful work, and to give an aesthetic view to every stage of daily life.Art should be included in the educational process of each individual starting from preschool, not only for being a profession but also with or without special abilities (Aral, 1999).Interest and skill areas and life experiences play a significant role in the professional preferences of individuals.If the individual realizes these areas early, it will also make it easier for him/her to direct their life.The gifted individual begins to research the profession they want to do before their peers (Schmidt, Lubinski, & Benbow, 1998).They need differentiated or enriched education to develop their areas of interest.Providing these children with the education they need from an early age is seen as a national gain (Madeja, 1983).Even if the field in which the child is diagnosed is different, their education about any of the branches of art during their education will provide them with an aesthetic perspective, and socialization, explore the entrepreneurial spirit, and develop their artistic ability, if any (Hurwitz, 1983).

Conclusions Regarding the Research Question
Science and Art Centers are the leading institutions that provide education to gifted students in our country.In these institutions, the student receives training only in the field they are diagnosed in.While students diagnosed in the area of General Talent are studying in the fields of social sciences, science, and mathematics, students diagnosed in art receive only music or visual arts education.Considering the field of diagnosis and professional interests of these students, it was seen that the mean score of the students in the field of art was high in the artistic, social, and research sub-dimensions, and the mean score of the students in the area of general talent was high in the researcher, social and artistic subdimensions.When the results are examined, it is seen that there are common subdimensions in both areas.The fact that gifted students are curious, research-loving, questioning, and sensitive to their environment and the society they live in is compatible with the researcher and social sub-dimension, and the fact that they are sensitive, idealistic, aesthetic, emotional, introverted, and creative is compatible with the artistic sub-dimension (Yusof, Mokhtar, Sulaiman and Mohtar, 2020).On the other hand, the study showed that the entrepreneurship sub-dimension had the lowest mean score in both areas.Similar results in the literature.

Conclusions Regarding the Research Question
When examined according to genders, it was seen that in the researcher subdimension, female students in the field of general talent had the highest mean score, followed by female students in the field of art, male students in the field of general talent and male students in the field of art, respectively.In their study, Webb ve diğ(2002) found that gifted female students had more investigative characteristics than male students.In another dimension of art, female students in the art field have the highest mean score.In contrast, the mean scores of female students in the general talent field, male students in the art field and male students in the general talent field are observed, respectively.In the traditional sub-dimension, the highest average score of male students in the general talent area is seen.Then, the art field is listed for male students, the general talent field as female students, and the art field as female students.

Conclusions Regarding the Research Question
According to the school level, the mean scores of secondary school students in the field of general talent, secondary school students in the field of art, high school students in the field of art, and high school students in the field of general talent are ranked in the research sub-dimension.Similarly, when the age levels were examined, it was determined that the students between the ages of 12-14 had the highest general ability, and the students between the ages of 15-17 had the lowest average score in the research sub-dimension.It is seen that as the students' school level or age level increases, there is a decrease in the direction of the researcher.Future anxiety is gradually moving away from the questioning student model due to the anxiety of being able to settle in the university (Kumandaş and Kutlu, 2014).In the artistic sub-dimension, the average score of high school students in art is the highest.Afterward, secondary school scores in the field of art, a secondary school in the field of general talent, and high school scores in general talent are listed.The artistic score of the student receiving art education increases, and the artistic score of the student who does not receive art education decreases as the school level increases.The student's art education changes their creativity, imagination, and perspective towards events as well as the development of their artistic ability (Zimmerman, 2009).The highest average score in the entrepreneurship sub-dimension is seen in high school students in the art field.Then, the mean scores of secondary school students in general talent, secondary school students in the art field, and high school students in the general talent field are respectively followed.
In his study, Shavinina (2008) defined the characteristics of the gifted entrepreneurial individual as; innovative, creative, capable of working independently, not afraid of difficulties, perfectionist, and not like to be bound by rules.On the other hand, Lena and Lindemann (2014) defined the artist as a creative, perfectionist person who enjoys working independently and producing original works.It can be interpreted that the state of the gifted student's art education affects the entrepreneurship aspect.

Conclusions Regarding the Research Question
In the artistic sub-dimension, it was determined that the student between the ages of 15-17 had the highest mean score, and the student between the ages of 15-17 had the lowest mean score.According to the "maturation theory" developed by Arnold Gesell et al., children are born with some innate abilities, and their abilities begin to emerge as they mature.(Ulutaş, Ersoy, 2004).In this process, education is of great importance.If a suitable environment is created for the child and the right people can guide them, they can develop their talent.These are intense feelings of aesthetics and creativity.Supporting it in the early period will be productive, creative individuals who understand and perceive the beauties in the environment (Feeney and Moravcik, 1987).Lowenfield (1947) and Gardner (1980) reported that when adults are not given the necessary support and equipment, their artistic

(
AF) students according to their age level in realistic, social, entrepreneurial and traditional sub-dimensions (p>.05).According to the school level, there is a weak level in the researcher sub-dimension in the professional preferences of gifted general talent students and gifted art field students (.02=072) (p<.05,Table.
7).According to the Post Hoc test, this significance was found to be high between the researcher score average of the students aged 12-14 years (© χ= 9.86) and the research score average of the students aged 10-11 years (); high between the research score average of the students aged 10-11years (8.90) and the research score average of the students aged 10-11 years (8.71); high between the research score average of the students aged 10-11 years (8.71) and the research score average of the students aged 12-14 years (); high between the research score average of the students aged 12-14 years (8.02) and the research score average of the students aged 15-17 years (); high between the research score average of the students aged 15-17 years (7.90) and the research score average of the students aged 15-17 years (Table This difference was found to be high between the artistic score average of AF 15-17 years old students (© χ= 10.14) and the artistic score average of AF 12-14 years old students (9.45); high between the artistic score average of AF 12-14 years old students (9.45) and the artistic score average of AF 10-11 years old students (9.21); high between the artistic score average of AF 10-11 years old students (9.21) and the artistic score average of AF 10-11 years old students (8.44); high between the artistic score average of AF 12-14 years old students () and the artistic score average of GTF 10-11 years old students (7.97); high between the artistic score average of GTA 10-11 years old students (7.97) and the artistic score average of GTF 15-17 years old students (6.33) (Table

Table . 1
Demographic Characteristics of the Sample Group

Table . 2
Scientific Research, and Publication Ethics Directive" scope was observed.None of the actions stated under the title "Actions Against Scientific Research and Publication Ethics," which is the second part of the directive, was not taken.Analysis Table Regarding the Field of Diagnosis and Professional Preferences of Especially Talented Students

Table . 3
Anova Test Results Regarding Gender and Occupational Preferences of Especially Talented Students

Table . 4
Descriptive Statistical Table on Gender and Occupational Preferences of Special Ability Students

Table . 5
Anova Test Results Regarding School Level and Professional Preferences of Special Talented Students

Table . 6
Descriptive Statistical Table on School Level and Professional Preferences of Special Talented StudentsAccording to the Post Hoc test, this significance was found to be high between the researcher score average of the secondary school students with GTF (χ= 9.15) and the research score average of the secondary school students withAF (8.40); high between the research score average of the secondary school students with AF (8.40)and the research score average of the high school students with GTF (7.90); high between the research score average of the high school students with GTF (7.90) and the research score average of the high school students with AF () (Table.6).Again, when the artistic sub-dimension is examined, it is seen that there iAF low level of 074).This difference was found to be high between the artistic score average of AF high school students (χ= 10.35) and the artistic score average of AF secondary school students (9.26); high between the artistic score average of AF secondary school students (9.26) and the artistic score average of GTA secondary school students (8.20); high between the artistic score average of GTF secondary school students (8.20) and the artistic score average of GTF high school students (6.33) (Table.6).In addition, a low level of significance was found in the entrepreneur sub-dimension (p<.05,Table.6).Accordingly, it was determined that the mean entrepreneurial score of AF high school students was high There was no significant difference in the professional preferences of gifted General Talent Field (GTF) students and gifted Art Field (AF) students in realistic, social and traditional sub-dimensions according to the school level (p>.05).|According to the school level, there is a weak level in the researcher sub-dimension in the professional preferences of gifted general talent students and gifted art field students (.02=072) (p<.05,Table.5).(χ= 6.35) and the meanentrepreneurial score of GTF secondary school students was high (5.40); the mean entrepreneurial score of GTF secondary school students was high (5.40) and the mean entrepreneurial score of AF secondary school students was high (4.59); the mean entrepreneurial score of AF secondary school students was high (4.59) and the mean entrepreneurial score of GTF high school students was high (3.82)(Table.6).

Table . 8
Descriptive Statistical Table on Age Levels and Occupational Preferences of Special Ability Students

Table . 9
Anova Test Results Regarding the Type of School and Professional Preferences of Special Talented Students

Table . 10
Descriptive Statistical Table on School Type and Professional Preferences of Special Talented Students