Adaptation and Motivation of Greek Gifted Pupils: Exploring some influences of primary schooling

Abstract

The main purpose of this study, on the theoretical framework proposed by Renzulli (1986) and by Van Boxtel and Mo È nks (1992) and Mo È nks, Van Boxtel, Roelefs and Saunders (1986), was to explore pupils' motivation and adaptation to school life in relation to the identi® cation of giftedness. A pool of 1765 primary school pupils were initially tested for Visual-Motor Integration and Creative Thinking. Their teachers nominated 90 of them as gifted, who in turn were assessed in regard to their level of school adaptation and motivation by questionnaires based on Power and Cotterell (1979) and on Entwistle (1968). The comparison groups were ® ve nominated pupils, veri® ed as gifted, seven more nonnominated, but gifted (all 12 identi® ed through psychometric and statistical criteria), and ten non-gifted but nominated pupils. The results indicated that the gifted pupils, depending on whether or not they are identi® ed by their teachers, feel partially motivated and exhibit lower than the expected adaptation at school. The ® ndings are discussed in the light of the current Greek school system.

Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective

“…Motivational literature related to the social environment of gifted populations has mainly focused on school influences such as classroom climates or teacher orientations and instructional strategies (Ee et al, 2003;Gari, Kalantzi-Azzi, & Mylonas, 2000). Currently, little is known about motivational environments provided by the families of gifted students despite the high levels of academic socialization that occur in this context (Wentzel, 2002) and the impact parents can have on academic achievement (Grolnick, 2003).…”

Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students

“…In terms of research, only a very small number of Greek scholars have explored certain dimensions of gifted education in the last two decades. For example, Gari, Kalantzi-Azizi, and Mylonas (2000) investigated motivation in a group of Greek gifted students and found that they were interested in school courses, but not in striving for high grades. Moreover, gifted students were unsatisfied with their social relationships at school.…”

Ανίχνευση Της Χαρισματικότητας Στα Μαθηματικά: Μια Διερεύνηση Των Γνωστικών Παραμέτρων Με Τελειόφοιτους Της Πρωτοβάθμιας Εκπαίδευσης

“…Στη συνέχεια ο Monks (1984) επεκτείνοντάς το, πρότεινε το πολυπαραγοντικό μοντέλο (Multi-factor Model) υποστηρίζοντας πως τα τρία παραπάνω είδη δέχονται την επίδραση περιβαλλοντικών παραγόντων όπως η οικογένεια, το σχολείο και οι συνομήλικοι (Gari, Kalantzi -Azizi & Mylonas, 2000, Παιδαγωγικό Ινστιτούτο, 2004, Τζελέπη -Γιαννάτου, 2008). (Ματσαγγούρας, 2008).…”

“…Αυτό υποδηλώνει πως το συγκεκριμένο έργο δεν ήταν κατάλληλο για τον εντοπισμό της χαρισματικότητας στα μαθηματικά και ιδίως του γεωμετρικού τύπου στον οποίο κάνει αναφορά ο Kruteskii (1976). Από τα έργα που εμφάνισαν τα μικρότερα ποσοστά σωστών απαντήσεων (1,2,4,8,9,10,15,16), το 9 ήταν αυτό που ουσιαστικά δεν κατάφερε κανένας μαθητής να λύσει, παρά μόνο τρεις το προσέγγισαν ως ένα βαθμό. Ανάμεσα στις θεματικές των υπόλοιπων δραστηριοτήτων εντοπίζονται έννοιες που αποτελούν μέρος του ΑΠ, όπως τα αναπτύγματα και τα προβλήματα αγοραπωλησιών και έννοιες λιγότερο επεξεργασμένες στην τάξη όπως προβλήματα λογικής αλλά και προβλήματα συσχέτισης (κανονική κατανομή).…”