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

Abstract

This study explores the differences in the motivational profiles of under-achieving gifted students and high-achieving gifted and non-gifted students. In comparison to their high-achieving peers, under-achieving gifted students reported weaker motivational orientations, in both achievement and social goals, as well as in intrinsic motivation. Gifted high achievers reported stronger mastery, competitive, cooperative, and individual orientations than non-gifted high achievers. The findings seem to lend credence to the position that intellectual and motivational giftedness are distinct. The differences in the motivational profiles of the three groups are discussed in relation to the conceptualization of underachievement in gifted students and the differentiated academic needs of this group.

Underachieving Students’ Mathematical Learning Experience in the Classrooms in Nepal

“…Low achievers in terms of underachievers are those students who may perform below average. Still, they may have a high potential to perform high with proper alignment of their interest and learning style (Agaliotis & Kalyva, 2019). That means underachievement can be a product of misalignment of student interest and need to the classroom instruction.…”

Programando-ando: enriquecimiento de capacidades sobresalientes en niños de primaria

“…Por otro lado, en el autoconcepto académico se observó que nueve de los niños disminuyeron sus puntajes, lo cual se contrapone con lo encontrado en otras investigaciones (Chávez-Soto & González, 2020;Kim, 2016). Una posible explicación para estos resultados es que los niños se encontraron más atraídos por las actividades extraescolares, ya que perciben una discrepancia de dificultad y estimulación con lo visto en el aula; ello muestra la pertinencia de enseñar a través de actividades atractivas que motiven a los niños (Agaliotis & Kalyva, 2019;Chávez-Soto, 2014).…”

Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review

“…This definition was appropriate in our study since our focus was on high-achieving students in mixed-ability classrooms rather than gifted students in specialized gifted programs. We excluded studies investigating only underachieving students as our systematic review focused on mixed-ability classrooms and because underachieving students differ in their characteristics from high-achieving students (Agaliotis & Kalyva, 2019; McCoach & Siegle, 2003). Finally, we investigated primary and secondary education since DI is important in both settings.…”