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Motivation and gifted students: Implications of theory and research
Author(s) -
Clinkenbeard Pamela R.
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21628
Subject(s) - psychology , expectancy theory , goal theory , attribution , need for achievement , value (mathematics) , cognitive evaluation theory , perception , motivation theory , social psychology , population , mathematics education , self determination theory , demography , autonomy , machine learning , neuroscience , sociology , computer science , political science , law
An analysis of contemporary motivation theories reveals implications for gifted and talented students. The expectancy‐value framework, intrinsic‐extrinsic motivation theories, goal orientations, self‐efficacy and other self‐perceptions, and attribution theory are described and discussed with respect to implications for the psychology and education of gifted and talented students. Illustrative empirical research on motivation and gifted students is presented, and a model of classroom motivation factors is provided as a practical structure within which to consider instructional practices with this population. © 2012 Wiley Periodicals, Inc.