The main goal of this paper is to conceptualize a theory of optimal motivation for talent development. According to this theory, a lack of motivation can seriously undermine talent development. Optimal motivation is necessary for the full development of talent. Optimal motivation is described as a “flow” experience in which students become so absorbed in a task that they lose track of time and their efforts seem “effortless.” A generalized expectancy-value theory is used to analyze 3 ideal conditions under which students are most likely to experience flow: (a) optimal challenge, (b) undivided interest, and (c) optimal arousal. These conditions are further analyzed by reversal theory to show how each is composed of two complementary motivational processes: (a) “serious-minded” process and (b) “fun-minded” process. The balanced interaction of these two processes creates the optimal motivation of “serious fun” (Rea, 1995, p. 22). With serious fun, students are able to sustain high levels of talent development without burnout or dropout.

The development and use of an instrument for assessing college students' perceptions of success in psychology courses are reported. Students' perceptions were ranked and analyzed for motivational orientation. This analysis revealed a predominantly intrinsic orientation for students' highest ranked perceptions and an extrinsic orientation for their lowest ranked perceptions. The implications for teachers are briefly discussed.

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Excellence through equity: Five principles of courageous leadership to guide achievement for every student. Thousand Oaks, CA: Corwin. Carper, A. B. (2002). Bright students in a wasteland: The at-risk gifted. A qualitative study of fourteen gifted dropouts.