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

Abstract

The home environment that parents provide their gifted children can have a significant impact on academic motivation, yet limited research has focused on this topic. Self-determination theory, a comprehensive framework of motivation, was used in the current study to explore two research questions: (a) What attitudes do parents of gifted students have toward the academic motivation of their children? (b) What approaches do parents of gifted students use at home to develop academic motivation? Interviews with 30 parents of gifted children from across the United States revealed three higher order themes including Parents as Experts, Scaffolding, and Behavior Modification. From a self-determination theory perspective, results suggest that despite good intentions, the parents of this study were inconsistent in providing home environments that support their children's development of internalized forms of academic motivation.

Kemahiran Interpersonal Guru dan Hubungan dengan Pencapaian Akademik Pelajar

“…Dapatan ini turut disokong oleh Yoon (2009) yang merumuskan banyak kajian yang meneroka hubungan antara motivasi, aspek kognitif dan pembelajaran kendiri telah mengecualikan kumpulan pelajar pintar ini. Bagi kajian yang melibatkan kumpulan pelajar pintar ini, dapatan kajian sering berkonflik antara satu sama lain (Garn et al 2010).…”

“…Dapatan kajian kedua menunjukkan tidak wujud hubungan antara kemahiran interpersonal guru dengan pencapaian akademik pelajar. Dapatan ini bukanlah sesuatu yang mengejutkan kerana kajian lepas yang melibatkan pencapaian pelajar pintar cerdas saling bercanggah (Neumester 2004;Garn et al 2010). Perkara ini telah dibangkitkan McClelland et al (Clinkenbeard 2012) yang merumuskan kebanyakan kajian pencapaian kumpulan pintar cerdas seringkali memberikan dapatan yang mengecewakan, membingungkan serta luar jangkaan.…”

A model of parental achievement-oriented psychological control in academically gifted students

“…For example, parents often feel a great deal of pressure to cultivate the academic talents on their high ability children (Garn, Matthews, & Jolly, 2010). In some cases, this can produce positive socialization practices such as increased parental involvement and support (Hertzog & Bennett, 2004).…”

Achievement Goals of Youngsters in Rio de Janeiro in Different Contexts

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The priority focus areas are: (a) the combination of specific neural and cognitive processes (D'Argembeau et al, 2010; Ersner-Hershfield, Garton, Ballard, Samanez-Larkin, & Knutson, 2009;Ersner-Hershfield, Wimmer, & Knutson, 2009;Natanzon & Ferguson, 2012;Schacter & Addis, 2009); (b) intrinsic motivational aspects (Carvalho, Pocinho, & Silva, 2010;Jang & Liu, 2012;Lee, McInerney, Liem, & Ortiga, 2010;Peetsma & van der Veen, 2011); (c) variables of the youngsters' proximal relations, with the family, school, teachers and the circle of friends (Black & Deci, 2000;Deci, Koestner, & Ryan, 2001;Deci, Vallerand, Pelletier, & Ryan, 1991;Filak & Sheldon, 2003;Garn, Matthews, & Jolly, 2010;Hill, Jenkins, & Farmer, 2008;Ryan & Deci, 2000;Ryan & Niemiec, 2009;Ryan, Stiller, & Lynch, 1994; In this paper, we depart from an evolutionary perspective of Psychology, through the life story strategies theory (Del Giudice & Belsky, 2011), to investigate the accomplishment goals of youngsters in different contexts in the State of Rio de Janeiro: slum dwellers (Rocinha and Vigário Geral) and college students who do not live in slums.Various studies have been developed about the theme of youngsters' accomplishment goals and their future projects. Abstract: In this study, we compared the Future Goals of 160 youngsters (16-30 years-old; 71 female and 89 male).

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