The purpose of the paper is to consider the issue of cooperative learning for the gifted from the perspective of the gifted student's preferred learning style. The sample consisted of 169 intellectually bright/gifted senior high school students, 94 girls and 75 boys in Calgary. Their preferred learning style in respect to science, mathematics, and English was measured using the Learning Preference Scale-Students. Overall, the cooperative style was not significantly more preferred for any subject matter by boys or girls. In mathematics, boys preferred both the individualistic and the competitive styles to the cooperative style while girls preferred the individualistic style to both the cooperative and competitive styles. The cooperative style was not found to be positively significantly related to higher achievement outcome of any subject matter. Implications for cooperative learning for the gifted are discussed.

The study examined gender differences in achievement-related motivational patterns in gifted students. One hundred sixty-nine intellectually gifted secondary students were given measures of perceived ability, subjective task value, learning style preference, and causal attributions in reference to mathematics, science, and English. They also responded to measures of self-concept, intrinsic motivation, and attribution for responsibility for positive and negative outcomes. Gifted girls, more than gifted boys, were found to attribute both success and failure in mathematics, science, and English t o effort and strategy. Gifted girls also tended to report greater confidence and interest in English. However, no gender differences were found in terms of maladaptive motivational tendency. No program differences overall were found. Implications of the findings are discussed.

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