97 - Gifted Child Quarterly http:/gcq.sagepub.com From the...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/001698620504900201 2005; 49; 97 Gifted Child Quarterly Paula Olszewski-Kubilius From the Editor http://gcq.sagepub.com The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: http://gcq.sagepub.com/cgi/content/refs/49/2/97 Citations by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
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This issue of Gifted Child Quarterly is composed of thought-provoking, dense, complex studies of the psy- chology of learning among gifted students. Two of the studies are empirical investigations, one is a comprehen- sive literature review, and two bring together research from a number of studies and variety of fields to argue a point of view, present new theory, or both. Hoekman, Barnett, and McCormick studied the motivational and affective characteristics of Australian secondary students, specifically their effects on commit- ment to schoolwork and satisfaction with school. These authors proposed and investigated a number of psycho- logical constructs, including state and trait anxiety, cop- ing resources, and extrinsic and intrinsic motivation, in order to understand how they interact in a complex set of relationships to affect students’ attitudes about school. Some notable findings are that higher levels of state anx- iety put a strain on students’ coping resources, which in turn affects their commitment to school. Strain on cop- ing resources also negatively affects intrinsic motivation, which then impacts satisfaction with school. The authors identify optimism as a unique variable that directly affects students’ satisfaction with school and indirectly affects their commitment to schoolwork via its effect on moti- vation.
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97 - Gifted Child Quarterly http:/gcq.sagepub.com From the...

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