22675438 - High Ability Studies Vol 17 No 1 June 2006 pp...

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Motivation in gifted students Niki Phillips and Geoff Lindsay * CEDAR, University of Warwick, UK This study investigated the factors which had influenced the role of motivation in the high levels of achievement of a sample of fifteen gifted students, aged 14/15 years, in five secondary schools in England. The students were interviewed individually, and their parents and teachers were also interviewed for validation of the students’ comments. The results indicated the influences of teaching and learning provision, of support and of social and emotional factors on the students’ motivation. The role of motivation in the realisation of the students’ high ability, in achievement of personal goals and in maintaining the progress and achievements of those who had problems was also clear. Evidence of the importance of both intrinsic and extrinsic motivation in the students’ achievement was also shown. Keywords: Intrinsic and extrinsic motivation, Appraisal and Research (CEDAR), University of Warwick Introduction No single universally accepted definition of giftedness has been developed although attempts to produce definitions have been innumerable. The important role of motivation in achievement has, however, been recognised in many models, concepts and definitions of giftedness. For example, Renzulli’s three ring conception of giftedness (1986), which has had such a marked impact on theories and concepts of giftedness, where he posits that this characteristic, interacting with above average ability and creativity, results in gifted behaviour. He therefore sees task commitment as an essential element in the achievement of gifted behaviour. The term task commitment is seen by some as interchangeable with the term motivation (Clinkenbeard, 1994; Lens & Rand, 2000; Street, 2001). In a recent modification of Renzulli’s (1986) model, task commitment was replaced with the term ‘motivation’, seen as having much broader personality connotations, but including task commitment as a part of the construct of motivation (Mo Gagne ´ (1993, 2000) has also included motivation in his model of giftedness and talent, as one of the intrapersonal catalysts which impacts upon and contributes to *Corresponding author. CEDAR, University of Warwick, Coventry CV4 7AL, UK. Email: [email protected] High Ability Studies Vol. 17, No. 1, June 2006, pp. 57–73 ISSN 1359-8139 (print)/ISSN 1469-834X (online)/06/010057-17 # 2006 European Council for High Ability DOI: 10.1080/13598130600947119
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the development of the aptitude domains of giftedness into talents. He believes that motivation helps in the kind of extensive practice and learning necessary for emergence of a particular talent, making it an essential part of such development. Original research and retrospective studies have pointed to the vital role of
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22675438 - High Ability Studies Vol 17 No 1 June 2006 pp...

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