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The purpose of this study is to examine secondary school student perceptions of parental attitudes with regards to specific variables. Independent samples t test for parametric distributions and one-way variance analysis (ANOVA) was used for analyzing the data, when the ANOVA analyses were significant Scheffe test was conducted on homogeneous variance and Tamhane's T2 test was conducted when the analyses were not homogeneous. Kruskal Wallis H test was conducted on non-parametric distributions and Mann Whitney-U test was conducted when the Kruskal Wallis H analyses were significant. It was observed that the democratic attitude dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, number of siblings and income level variables; but is significantly different according to the parental educational status, whether parents are alive and marital status of the parents' variables. It was observed that the protective-willing dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, income level, whether parents are alive and marital status of the parents' variables; but is significantly different according to the parental educational status and number of siblings' variables. It was observed that the authoritarian dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the educational status of mother, number of siblings, income level, whether parents are alive and marital status of parents variables; but is significantly different according to the gender and educational status of the father variables.

The purpose of this study was to explore the opinions of gifted students and their parents on decision-making processes in Turkey. This study employed a qualitative case study design. Data were collected from ten gifted students and their parents through individual and focus group interviews. The findings indicated that gifted children defined decision making as taking responsibility for an issue, thinking about the positive and negative aspects, reaching a conclusion without a rush by using of own experiences. Before making a decision, gifted children stated that they contemplated the results they would face, to what extent they would be happy and whom this decision would affect. They sought help from their families, then their teachers and friends while reaching a decision. After making a decision, they tried to correct it if they were not satisfied with the decision. Parents emphasized that they respected their children's choices and supported them during this process so that they could make better decisions in the future. The parents added that their children should benefit from their experiences in making crucial decisions.