Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective (original) (raw)
Related papers
Journal of Intellectual Disability - Diagnosis and Treatment, 2023
Background: Some unusual children experience prolonged distracted stress or risk factors that prevent them from maximizing their potential without specific treatment or support. Therefore, it appears that studying parental motivation and its impact on gifted children is very important. Objectives: The primary goal of this paper is to determine the impact of parental involvement on the development and motivation-of gifted children with special needs education (double exceptional). The paper also indicates the impact of parental involvement on children's educational outcomes. Results: The findings of this paper indicate that parental involvement significantly influences the motivation of children with special needs in terms of their achievement in the arts and how much they affect the academic achievement of double-exceptional students related to various aspects of science and life. Conclusion: As we found that parents are the initiators of double-differentiation in their children, future studies could explore knowledge and awareness of double-differentiation in parents. But our study reading how parents came to know their children twice unusually is essential as a first step in assessing parental thinking.
Achievement motivation and gifted students: A social cognitive perspective
Educational Psychologist, 1998
The purpose of this article is to provide an illustrative review of recent research on achievement motivation and gifted students from a social cognitive perspective. The review discusses several constructs that have been a focus of motivation research: perceived competence and self-efficacy, attributions, goal orientations, and intrinsic motivation. For each construct, motivational research from the general motivation literature and from the field of gifted and talented studies are critiqued and compared. The review suggests that a general social cognitive perspective is a useful theoretical framework for research on motivational processes involved in the intellectual and personal development of gifted and talented students and that a process-oriented model is superior to a static model for research on both giftedness and achievement motivation. Implications of the review for future research on motivation and talent development are discussed. Human accomplishments result from the reciprocal influences of external circumstances, a host of personal determinants, including endowed potentialities, acquired competencies, reflective thought, and a high level of self-initiative. (Bandura, 1986, p. 41) Motivational issues have drawn increasing attention from researchers in the field of gifted and talented studies (A. Robinson, 1996). However, theoretical exposition of motivational processes that are associated with, or give rise to, gifted and talented performance is no easy task. First of all, giftedness is an elusive and controversial construct that is not easy to define and measure (Gallagher, 1996; Tannenbaum, 1996). Even if we narrow the focus to the intellectually talented, academically talented, or both, we still face the issue of how to interpret gifted and talented performance: Is it the result of genetically endowed ability, developmental precocity, or the effects of enriched environment and dedicated effort? Educational and psychological researchers have adopted different conceptions of giftedness (Gallagher & Courtright, 1986). Some include motivation as part of the definition of giftedness (Feldhusen, 1986; Renzulli, 1986). Others see giftedness as genetically based aptitudes that are to be developed into special talents through personal and social catalysts, including achievement motivation (Gagne, 1995). Thus, we are dealing Requests for reprints should be sent to Sidney Moon, Gifted Education
Gifted Students' Motivation and its Impact on the Development of their Giftedness
Journal of Education in Black Sea Region, 2018
The aim of the current study is to examine the intrinsic and extrinsic motivations of the gifted students from Hadhramout Gifted Center HGC in Yemen, and to investigate the impact of these intrinsic and extrinsic motivations on their giftedness development. A qualitative approach was adopted; data has been collected through an open- ended questionnaire that was prepared by the researcher and distributed among a sample of gifted students who were chosen purposively from HGC. The interpretative phenomenological method has been used to analyze the data using, Atlas ti. The results indicate that the majority of the participants consider it interesting to explore new things, and experience curiosity and desire to achieve their goals as their intrinsic motivations. Whereas, the minority consider preference to serve the community, competition preference and self-confidence as their intrinsic motivations. On the other hand, half of the participants consider rewards as their extrinsic motiva...
Examining the Relationship Between Parental Attitudes and the Study Habits of Gifted Children
International Journal of Progressive Education, 2019
Gifted children are the group which has a high level of mental potential, and managing the school with this potential generally without studying, therefore having no effective studying habits. Another important factor in developing study habits is parental attitudes. The aim of this study is to examine the relationship between the parental attitudes and the study habits of gifted children. In this scope, parents' attitudes were classified into democratic, authoritarian, permissive and overprotective which were put forward by Baumrind (1966; 1971) in his studies, and the study habits were handled as two dimensions as study quality and study responsibility. In the study, the relational screening model one of the quantitative research methods was used. The research was carried out 2016-2017 and its participants consist of 100 gifted children aged between 7-12 and their 100 parents. As the data collection tools, Parental Attitude Scale contains 62 items developed by Demir and Şendil (2008) and 23-items Study Habits Scale developed by Çalıkoğlu (2009) were used. The findings were obtained through independent t-test, mean, Pearson Product Moment Correlation coefficient and regression analysis. As a result of the study, no difference was found between the study quality which comprises technical issues such as taking notes, repeating, study responsibility and total study habits regarding age and gender. It was found that families generally held democratic and overprotective attitudes, there was a relationship between democratic attitude and study quality and democratic attitude increased the quality of child's study. For this reason, it is essential to train families on study habits and the impact of the family on this issue.
1996
A study involving 109 male and 116 female high achieving high school students (ages [16][17][18] and their parents investigated the causal linkages among home environment, self-concepts, prior ability, and socioeconomic status on mathematics achievement, science achievement, and Scholastic Aptitude Test-Quantitative (SAT-Q) and Verbal scores. Students were from 47 schools, had a mathematics and/or science grade point average of 86 percent and above, and had been placed in a gifted class in their schools. One hundred fifty-three participants were also semi-finalists or finalists in the Westinghouse Talent Search. Results of the study showed that prior ability played a major role in influencing the child's educational achievement; males perceived much more parental pressure than females; boys showed a greater math self-concept than females; boys exceeded girls in scores on the SAT-Q and Verbal score; and socioeconomic status was a major contributing force for family processes and offered a positive connection with prior ability. A key finding indicated that pressure for intellectual development had direct negative effects on self-concepts for both males and for females, while exhibiting positive effects for females' math achievement.
1999
This study was designed to verify the efficacy ofa conceptual model intended to be used to examuine the relative effectiveness of a variety of educational interventions in terms of the self-reported satisfaction of gifted students' effective and motivational needs. The participants in this stage ofthe study were 540 Year 7 students comprising 402 gifted students grouped in selective high schools, 76 gifted students grouped in accelerated cohorts, and a niuxed ability group of 62 students. The preliminary analysis of selfreports fromn the total population of students who participated in the first stage of this study, including principal components analysis and multiple regression analyses. supports the social-constructivist conceptual framework proposed. The hypothesized positive correlation between the Quality of School Life variables and Intrinsic Motivation was confirmed. The positive correlations between the Anxiety and Tedium. variables and the corresponding negative correlation with Quality of School Life variables lent support for the theoretical rationale underpinning the inclusion of measures ofboredom.
A Baker's Dozen: 13 Ways to Ignite the Motivational Flame Among Gifted Kids
Gifted Assessment Insights Website, 2019
Synopsis Not all high ability kids are equally motivated. High ability students vary tremendously in their motivation, even at an early age. Here is a baker's dozen of motivational strategies that parents and teachers can use to re-ignite the motivational flame. In workshops that I have given, both in the USA and internationally, a frequent question that comes up, asked by both educators and parents alike, is how to deal with underachieving high-ability students. Teachers and parents seem especially perplexed with how to motivate bright students lacking even nascent motivation. This is an important question. However, I have found that it is not easy to answer, especially in an audience of 600 parents or teachers! There are so many different reasons for low motivation. Perhaps, in fact, there are as many causes for underachievement as there are gifted students who appear turned off by school and academics. Of course, motivation is very important-really, it is critical for learning to occur. Especially higher-order learning. Motivation is important at all levels of learning and for high-ability students at every age and grade. And motivation is equally important for all learners; kids of average ability and students of low ability, not only a problem unique to high ability kids. Having served as Executive Director of the pre-collegiate gifted program at Duke University for many years, and more recently as co-Director of a 1
Toward the development of a conceptualization of gifted motivation
Gifted Child Quarterly, 2004
Whereas these perspectives have contributed to an understanding of the importance of motivation in the realm of giftedness, none has conceptualized motivation itself as a domain of giftedness. Giftedness research and practice have almost exclusively centered on superior intellect, talent, and creativity. Motivation is typically an ancillary construct, a contributor to the development of exceptionality and talent