Learning motivation and performance excellence in adolescents with high intellectual potential: what really matters?

Schick, Hella; Phillipson, Sivanes

doi:10.1080/13598130902879366

Cited by 47 publications

(38 citation statements)

References 48 publications

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“…There is a consensus amongst researchers in the field that the 'desire to learn' is an important factor for academic achievement in one's school, life and career (Collins and Amabile 1999;Gottfried et al 2005;Schick and Phillipson 2009;Sternberg 2001). A wide of interest and curiosity are essential attributes for gifted individuals (Clark 2000;Goertzel et al 2004;Tuttle and Becker 1983), and are considered to be independent predictors of giftedness (e.g.…”

Section: Motivationmentioning

confidence: 99%

“…The desire to learn is defined as the enjoyment of learning, characterized by an orientation towards mastery, curiosity, and the learning of challenging, difficult, and novel tasks (Gottfried et al 2005). Adults with an academic interest actively search for cognitive stimulation and insights, seek out in-depth approaches to learning and find enjoyment in engaging in cognitive activities (Schick and Phillipson 2009;Biggs 1989). One may expect that the desire to learn and to master the material may lead people to put more time and effort into a task (Lens and Rand 2000).…”

Section: Motivationmentioning

confidence: 99%

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Do honors students have more potential for excellence in their professional lives?

et al. 2011

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Universities in many countries increasingly value talent, and do so by developing special honors programs for their top students. The selection process for these programs often relies on the students' prior achievements in school. Research has shown, however, that school grades do not sufficiently predict academic success. According to Renzulli's (1986) three-ring model, student characteristics relating to intelligence, motivation and creativity are the most important predictors of excellent achievements in professional life. In this paper, we will investigate whether honors students differ from non-honors students in terms of these characteristics. By means of a questionnaire, more than 1,100 honors and non-honors students at Utrecht University were asked to assess themselves on six characteristics: intelligence, creative thinking, openness to experience, the desire to learn, persistence, and the drive to excel. The results showed that the honors students differed significantly from the non-honors students in terms of the combined variables as well as for the separate variables, with the exception of 'persistence'. The strongest distinguishing factors between honors and non-honors students appeared to be the desire to learn, the drive to excel and creativity, whilst there was little difference in terms of intelligence and persistence. However, the profiles of these differences varied according to the study program. While Law and Humanities honors students differed from their nonhonors peers in terms of their drive to excel, Physics honors students were primarily more eager to learn than their non-honors peers, while the LA&S honors students scored higher on creative thinking than non-honors students.

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Section: Motivationmentioning

confidence: 99%

Section: Motivationmentioning

confidence: 99%

Do honors students have more potential for excellence in their professional lives?

et al. 2011

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“…Gottfried and Gottfried (2004) showed in longitudinal studies that motivation and giftedness are independent concepts. A recent study of ninth graders in Germany showed similar results: for gifted individuals, learning motivation is a moderating variable for intellectual achievement rather than an inherent component of giftedness (Schick & Phillipson, 2009). This finding is plausible in the light of Gagné's DMGT framework (2004), which distinguishes gifts from talents; motivation should be related not to gifts (natural abilities), but to the development process that leads from gifts to talents.…”

Section: Theoretical Framework Motivationmentioning

confidence: 62%

Role of motivation in the moral and religious judgment of mathematically gifted adolescents

Nokelainen

Tirri

2010

High Ability Studies

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In this paper we investigate whether the level of motivation among mathematically gifted adolescents is related to their moral and religious judgment. The sample consists of first-year students (N = 20) at a Finnish private and independent boarding school specializing in mathematics. We formulated the following research questions: (RQ1) Is the level of motivation related to moral judgment? (RQ2) Is the level of motivation related to religious judgment? (RQ3) Does motivation play a moderating role between moral and religious judgment? The results showed that intrinsic goal orientation was related to moral judgment (RQ1), fear of failure was related to religious judgment (RQ2), and intrinsic goal orientation played a moderating role between moral and religious judgment.

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“…familial praise) reasons, we would expect to find inverse relations with the disengagement characterised by amotivation. Given that gf will account for some proportion of variance in motivational constructs (e.g., Freudenthaler, Spinath, & Neubauer, 2008;Schick & Phillipson, 2009), it would be a useful additional step to establish how much additional variance in motivational constructs can be explained by creativity self-beliefs after gf has been accounted for.…”

Section: Creativity and Academic Motivationmentioning

confidence: 99%

Do creativity self-beliefs predict literacy achievement and motivation?

Putwain

Kearsley

Symes

2012

Learning and Individual Differences

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Learning motivation and performance excellence in adolescents with high intellectual potential: what really matters?

Cited by 47 publications

References 48 publications

Do honors students have more potential for excellence in their professional lives?

Do honors students have more potential for excellence in their professional lives?

Role of motivation in the moral and religious judgment of mathematically gifted adolescents

Do creativity self-beliefs predict literacy achievement and motivation?

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