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This study aimed to develop a valid and reliable measurement tool to determine the anxiety levels of parents with gifted children. The participants were selected using a convenient sampling method. The sample of this study consisted of 550 parents of gifted middle school students attending 12 Science and Art Centers throughout Turkey in the 2022-2023 academic year. This study utilized the "Anxiety Scale for Parents of Gifted Children," developed by the researchers in this study, which consisted of 30 items, to obtain quantitative data. A Personal Information Form was used for demographic information. The scale's validity was assessed through face, content, and construct validity, and its reliability was examined using Cronbach's alpha coefficient, item discrimination, and test-retest analyses. Expert opinion and a pilot study were conducted for face and content validity, whereas EFA and CFA were performed for construct validity. The data of 300 randomly selected participants (229 females and 71 males) were used for EFA, while the data of the remaining 250 participants (189 females and 61 males) were used for CFA. As a result of the EFA, eleven items were excluded, and CFA was conducted. The analysis yielded the following fit indices for the scale: RMSEA= 0.054, GFI= 0.912, CFI= 0.937, and IFI= 0.939. The Cronbach's alpha reliability coefficient was .890. Based on the analyses, a valid and reliable scale comprising 19 items and five factors was developed to assess the anxiety levels of parents with gifted children.

This research aims to examine the views of gifted secondary school students about the metaverse and their risk perceptions toward the digital environment. In this context, the study group, consisting of 55 gifted students, was determined through purposive sampling. A survey was used to collect participants' views on the metaverse, and the "Virtual World Risk Perception Scale" was used to measure the risks they felt in digital environments. A mixed-methods approach was used in this research. Content analysis was used in the qualitative data analysis, and the ANOVA test and t-test were used in the quantitative data analysis. The findings obtained in the analysis showed that students defined the metaverse as a virtual universe, virtual reality, commerce, and socializing place. It was seen that the place where they met this concept was social media. While the students stated that the use of the metaverse in education could have advantages, such as motivation, a fun learning experience, and a contribution to personal development, they also mentioned disadvantages, such as health problems, addiction, safety, ethics, and disconnection from real life. Virtual-world risk perceptions did not differ according to gender or class level. Students who did not have metaverse experience stated that the digital environment had a higher risk of corruption compared to those with experience.

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