Comparing Achievement Goal Orientations of Iranian Gifted and Nongifted Schoolchildren

Marzooghi, Rahmatallah; Sheikholeslami, Razie; Shamshiri, Babak

doi:10.3923/jas.2009.1990.1993

Cited by 8 publications

(7 citation statements)

References 16 publications

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“…Gifted children are expected to obtain good grades and perform well at school. Similar to findings in the Iranian context (in Marzooghi et al., ), gifted students in this context are not learning to achieve learning‐orientation goals. In addition, parents in this Jordanian context set different goals for their children taking into their consideration the different social expectations of males and females in society (discussed below).…”

Section: Discussionsupporting

confidence: 81%

“…In an Iranian context, Marzooghi, Sheikholeslami and Shamshiri (2009) found that gifted students wanted to demonstrate their advanced abilities and obtain high grades rather than developing competence through task mastery and learning. It was found that gifted students compared with non-gifted students work hard on the performance goals to meet the expectations of their parents and teachers.…”

mentioning

confidence: 99%

“…As Marzooghi et al (2009) argued, gifted children want to show their abilities to their teachers and achieve better than their colleagues. In other words, their desire to demonstrate their abilities motivates them to work hard.…”

mentioning

confidence: 99%

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Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self‐determination theory perspective

Al-Dhamit

Kreishan

2013

Research in Spec Educ Needs

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The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et al.) investigating the mentioned constructs. Results showed that students were highly intrinsically and extrinsically motivated. The results also showed significant correlation between intrinsic and extrinsic motivations and perceived competence and parental support scales except for parental control. Other interesting findings were also found regarding the aforementioned constructs. The results further reveal some significant differences in control, achievement goal, amotivation and competence support between genders and education of parents. The possible implications of and recommendations from these findings will be discussed.

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Section: Discussionsupporting

confidence: 81%

mentioning

confidence: 99%

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Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self‐determination theory perspective

Al-Dhamit

Kreishan

2013

Research in Spec Educ Needs

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“…A universal key in developing knowledge-rich schooling systems that can help students to learn better, teachers to teach better and schools to be more effective, lies in the quality of educational counselors, teachers and resources. The surrounding environment plays a significant role in implementing better educational programs and further enhancing capabilities of people's understanding (Marzooghi et al, 2009;Said et al, 2010). Resnick et al (1997) pinpointed out six categories to identify gifted students.…”

Section: Introductionmentioning

confidence: 99%

“…Educational counseling services are necessary for gifted students. The study of (Worthington and Dillon, 2011;Marzooghi et al, 2009;Altbach and Knight, 2007) recognized the importance to provide gifted students with sufficient counseling services, where a sample of African American gifted students were exposed to special programs. The results of performance before and after were compared leading to the conclusion of dramatic improvement in academic performance.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Performance of Jordanian Educational Counselors in the Environment of Private and Government Schools toward Gifted Students

Ziadat¹

2011

American Journal of Applied Sciences

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Problem statement: The objective of this research was to evaluate the needs of suitable environment for educational counselors to provide support and enhance the capabilities of gifted students for better education and behavior performance during their academic school years. This study emphasizes with more details on the impact of the educational counselors experience, gender and schools environment regarding the role of improving gifted students performance in the country of Jordan. Approach: Seventy three educational counselors from government and private schools in the country of Jordon participated in the survey and completed the questionnaire in the spring of 2010. The questionnaire consisted of twenty two questions regarding the interaction between educational counselors and gifted students in private and government schools. Analysis of Variance was conducted on the mean of the sample population determined by counselors experience, gender and type of schools to verify the apparent differences of the means. The Statistical Package for Social Sciences (SPSS) program, T-Test and the F-Test were applied to the obtained data. Results: Performance of educational counselors in the private school environment was more effective and more evident than in government schools. The results of this study revealed that gifted students in private Jordanian schools, performed better in a climate characterized by high expectations of readiness to invest effort, enjoyment of learning, with strong disciplinary climate and good teacher-student relationships. Conclusion: Educational counselors with more years of experience showed more involvement in solving and enriching gifted students performance despite the gender of the counselor. Private schools provided better programs and more suitable environment for educational counselors to help gifted students than government schools

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Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students

Kaplan

2017

Soc Psychol Educ

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Comparing Achievement Goal Orientations of Iranian Gifted and Nongifted Schoolchildren

Cited by 8 publications

References 16 publications

Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self‐determination theory perspective

Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self‐determination theory perspective

Assessing the Performance of Jordanian Educational Counselors in the Environment of Private and Government Schools toward Gifted Students

Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students

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