“…The AOM suggests positive self‐efficacy, goal valuation, and environmental perceptions are prerequisites for motivation and self‐regulation.Although self‐regulation may serve as the engine, propelling students toward achievement, the path to self‐regulation and eventual achievement begins with positive views' about one's ability to succeed, the friendliness of the environment, and the importance of the task at hand. (Siegle et al, 2017, p. 66)…”
Section: Purposementioning
confidence: 98%
“…Underachieving gifted students exhibited higher variability than their achieving counterparts, illustrating the heterogeneous nature of gifted underachievers. From this research, McCoach and Siegle (2003a) proposed the Achievement Orientation Model (AOM; Siegle, 2013; Siegle & McCoach, 2005; Siegle et al, 2017). In the AOM (see Figure 1), students' perceptions in three areas (self‐efficacy, goal valuation, and environmental perceptions) interact to motivate students to self‐regulate their actions, leading to subsequent engagement and achievement.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…“Not only can students' perceptions of self and their value of tasks lead to differences in academic achievement, students' perceptions of the supportive nature of their environment can also lead to differences in achievement” (Siegle et al, 2017, p. 65). Environmental perceptions are students' beliefs regarding how conducive the environment is for their success.…”
Section: Achievement Orientation Modelmentioning
confidence: 99%
“…Students' attitudes and beliefs can influence what tasks students seek, and whether they are able to obtain them (Siegle, McCoach, & Roberts, 2017). An essential understanding of students' attitudes and how others' perceive them, in relation to their achievement, is necessary when developing appropriate interventions to address underachievement.…”
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self‐efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self‐regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self‐regulation. Furthermore, gender differences existed in students' perceptions. Females' self‐efficacy scores were statistically lower than males' self‐efficacy scores, and males' self‐regulation scores were lower than females' self‐regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.
“…The AOM suggests positive self‐efficacy, goal valuation, and environmental perceptions are prerequisites for motivation and self‐regulation.Although self‐regulation may serve as the engine, propelling students toward achievement, the path to self‐regulation and eventual achievement begins with positive views' about one's ability to succeed, the friendliness of the environment, and the importance of the task at hand. (Siegle et al, 2017, p. 66)…”
Section: Purposementioning
confidence: 98%
“…Underachieving gifted students exhibited higher variability than their achieving counterparts, illustrating the heterogeneous nature of gifted underachievers. From this research, McCoach and Siegle (2003a) proposed the Achievement Orientation Model (AOM; Siegle, 2013; Siegle & McCoach, 2005; Siegle et al, 2017). In the AOM (see Figure 1), students' perceptions in three areas (self‐efficacy, goal valuation, and environmental perceptions) interact to motivate students to self‐regulate their actions, leading to subsequent engagement and achievement.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…“Not only can students' perceptions of self and their value of tasks lead to differences in academic achievement, students' perceptions of the supportive nature of their environment can also lead to differences in achievement” (Siegle et al, 2017, p. 65). Environmental perceptions are students' beliefs regarding how conducive the environment is for their success.…”
Section: Achievement Orientation Modelmentioning
confidence: 99%
“…Students' attitudes and beliefs can influence what tasks students seek, and whether they are able to obtain them (Siegle, McCoach, & Roberts, 2017). An essential understanding of students' attitudes and how others' perceive them, in relation to their achievement, is necessary when developing appropriate interventions to address underachievement.…”
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self‐efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self‐regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self‐regulation. Furthermore, gender differences existed in students' perceptions. Females' self‐efficacy scores were statistically lower than males' self‐efficacy scores, and males' self‐regulation scores were lower than females' self‐regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.
“…In gifted research, motivation is often described using two categories: first, as a stable personality trait or characteristic and second, as an environmentally induced transitory state ( Dai et al, 1998 ). Beliefs, values, and attitude are all important factors that determine whether gifted individuals achieve in a certain domain ( McCoach et al, 2013 ; Siegle et al, 2017 ), along with goal orientation and mindset ( Dweck, 2012 ). In this study, the boys in particular showed high levels of goal orientation in math; they found their motivation in earning good grades, whereas the girls were more driven by interest for the subject.…”
Schools in Norway often emphasize heterogeneous groups in education. The postulated negative effects of homogeneous ability groups on motivation and academic self-concept have long been debated. This study uses semi-structured interviews to investigate how a group of 11 accelerated and ability-grouped high-ability students (gifted) in math have experienced school. All students were interviewed individually. This study explores categories connected to the students’ motivation for the subject, challenges in school, peer and teacher relationships, and academic self-concept. The aim of the study is to investigate whether the school system is able to provide an adequate learning environment for high-ability students, both in ordinary class and in ability groups. The findings show that although some of the needs of high-ability students in Norway are being met, there is much work to be done before an optimal learning environment is established for these students. For example, students do not receive sufficient challenges in math. Furthermore, teachers in the early years of school lack sufficient mathematical knowledge to challenge and support mathematically gifted students, students’ motivation for the subject is lower than expected, and boys’ self-concept seems to be higher than that of girls.
This study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.
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