A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence

Gottfried, Adele Eskeles; Gottfried, Allen W.

doi:10.1177/001698629604000402

Cited by 109 publications

(78 citation statements)

References 15 publications

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“…A substantial body of research (e.g. Dweck, 2002;Eccles, Roeser, Wigfield, & Freedman-Doan, 1999) has been devoted to the identification of specific aspects of and factors contributing to engagement under the assumption that the link between engagement and school performance (Gottfried & Gottfried, 1996) is independent of academic ability or intelligence. This assumption has been tested, but only relatively rarely (e.g., Aspinwall & Taylor, 1992;Gagne & St. Pere, 2001;Lloyd & Barenblatt, 1984).…”

Section: The Role Of Engagement In School Performancementioning

confidence: 99%

How parents influence school grades: Hints from a sample of adoptive and biological families

Johnson

Iacono

2007

Learning and Individual Differences

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Using the biological and adoptive families in the Minnesota-based Sibling Interaction and Behavior Study, we investigated the associations among genetic and environmental influences on IQ, parenting, parental expectations for offspring educational attainment, engagement in school, and school grades. All variables showed substantial genetic influence, and very modest shared environmental influence. No gender differences were evident. There were significant genetic influences common to IQ and parental expectations of educational attainment, parenting and engagement in school, school grades and engagement in school, parental expectations for offspring educational attainment and school grades, and IQ and school grades. A possible interpretation of the common genetic influences involving parenting is that parents use their own experience with school in shaping the ways in which they parent their offspring.Among developmental and clinical psychologists, parenting is considered to be an important influence on children's academic outcomes (e.g., Gadeyne, Ghesquiere, & Onghena, 2004;Steinberg, Elmen, & Mounts, 1989). This is supported by a large volume of evidence from longitudinal (e.g., Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994) and experimental intervention studies (e.g, Forgatch & DeGarmo, 1999), as well as by studies of concurrent associations. Investigations of the mechanisms by which parents exert their effects on academic outcomes tend to follow one of two general traditions (Kellaghan, Sloane, Alvarez, & Bloom, 1993): examination of the effects on children of parental actions, or "what parents do", and exploration of the effects on children of "who parents are". The classic parenting research focusing on socialization activities by parents in the form of emotional tone, disciplinary practices, responsiveness, and expectations (e.g., Baumrind, 1991;Maccoby & Martin, 1983) comes from the "what parents do" tradition, as does research on the quality of the home learning environment provided to children (e.g., Bradley, 1994;de Jong & Leseman, 2001). The "who parents are" tradition is represented by studies positing that socioeconomic and cultural factors carry with them trait-like parental socialization practices with a variety of contextual influences that affect development (e.g., Gallimore & Goldenberg, 2001;Gutman & McLoyd, 2000). Of course, the two research traditions do not necessarily reflect distinctCorresponding author: Wendy Johnson, c/o Department of Psyhology, University of Minnesota -Twin Cities, 75 East River Road, Minneapolis, MN 55455, 952-473-1673, wendy.Johnson@ed.ac.uk. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could...

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Section: The Role Of Engagement In School Performancementioning

confidence: 99%

How parents influence school grades: Hints from a sample of adoptive and biological families

Johnson

Iacono

2007

Learning and Individual Differences

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“…From the elementary through the junior high school years, academic intrinsic motivation has been shown to be positively and significantly related to students' achievement and perception of their academic competence, and inversely related to their academic anxiety (A. E. Gottfried, 1985(A. E. Gottfried, , 1986a(A. E. Gottfried, , 1990. Moreover, longitudinal studies of academic intrinsic motivation have shown continuity of the construct over time during childhood and early adolescence (A. E. Gottfried, 1990; A. E. Gottfried, Fleming, & A. W. Gottfried, 1994; A. E. Gottfried & A. W. Gottfried, 1996). The present study focuses on the role of home environment, specifically, cognitively stimulating home environment, in the development of academic intrinsic motivation in a longitudinal study from childhood through early adolescence.…”

Section: Introductionmentioning

confidence: 99%

Role of Cognitively Stimulating Home Environment in Children's Academic Intrinsic Motivation: A Longitudinal Study

Gottfried¹,

Fleming

Gottfried

1998

Child Development

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The short-and long-term, and direct and indirect, relations between cognitively stimulating home environment and academic intrinsic motivation were investigated in a longitudinal study from childhood through early adolescence. Structural equations modeling was used to test the hypothesis that home environment positively predicts academic intrinsic motivation over this period. It was also hypothesized that home environmental processes would positively predict motivation controlling for socioeconomic status (SES). When children were age 8, home environment (comprising both direct observations and parent report) and SES were measured. Academic intrinsic motivation was assessed at ages 9,10, and 13. Results supported the hypotheses. Home environment had statistically positive and significant, direct and indirect paths to academic intrinsic motivation from childhood through early adolescence, indicating both short-and long-term effects across these ages. Moreover, home environment was significant above and beyond SES. The findings revealed that children whose homes had a greater emphasis on learning opportunities and activities were more academically intrinsically motivated. INTRODUCTIONIntrinsic motivation concerns the performance of activities for their own sake in which pleasure is inherent in the activity itself (Berlyne, 1965;Deci, 1975). Academic intrinsic motivation pertains to enjoyment of school learning characterized by a mastery orientation, curiosity, persistence, task endogeny, and the learning of challenging, difficult, and novel tasks (A. E. Gottfried, 1985). Academic intrinsic motivation has been shown to be a reliable and valid construct that is related to children's school functioning. From the elementary through the junior high school years, academic intrinsic motivation has been shown to be positively and significantly related to students' achievement and perception of their academic competence, and inversely related to their academic anxiety (A. E. Gottfried, 1985(A. E. Gottfried, , 1986a(A. E. Gottfried, , 1990. Moreover, longitudinal studies of academic intrinsic motivation have shown continuity of the construct over time during childhood and early adolescence (A. E. Gottfried, 1990; A. E. Gottfried, Fleming, & A. W. Gottfried, 1994;A. E. Gottfried & A. W. Gottfried, 1996). The present study focuses on the role of home environment, specifically, cognitively stimulating home environment, in the development of academic intrinsic motivation in a longitudinal study from childhood through early adolescence. Due to the importance of academic intrinsic motivation for children's school performance, it is essential to identify factors that are significant for the development of this motivation.Cognitive stimulation in the home was the environmental domain examined in this research because of its conceptual relevance to academic intrinsic motivation. By definition, academic intrinsic motivation concerns pleasure inherent in school learning. Availability of cognitive stimulation in the home, conceptualize...

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“…Because Hortsmanshof and Zimitat (2007) argued that future-oriented students are more intrinsically motivated. Furthermore, gifted students scored more intrinsically than other students on measures of motivation in many research (Csikszentmihalyi, Rathunde, & Whalen, 1993;Gottfried & Gottfried 1996;OlszewskiKubilius, Kulieke, & Krasney, 1988). Correlation between hopelessness scale and positive future expectations scale was found as r=-.45.…”

Section: Discussionmentioning

confidence: 99%

Hopelessness Level and Future Expectations of Gifted Students

Oğurlu¹

2016

TURJE

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Some characteristics of gifted students may affect their view of the future positively, but some of them may have a negative influence. Therefore, the aim of the present study is to explore future hope and expectations among gifted middle school students. A mixed method was used for this research. Beck Hopelessness Scale and Positive Future Expectations Scale were administered to 65 gifted (41 boys and 24 girls) middle school students. In order to collect the qualitative data, content analysis of these gifted students' writings about future expectation was used. Results showed that there was no hopelessness among gifted students and that they had high positive future expectations. Also, content analysis of their writings supported quantitative measurements in the study.

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A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence

Cited by 109 publications

References 15 publications

How parents influence school grades: Hints from a sample of adoptive and biological families

How parents influence school grades: Hints from a sample of adoptive and biological families

Role of Cognitively Stimulating Home Environment in Children's Academic Intrinsic Motivation: A Longitudinal Study

Hopelessness Level and Future Expectations of Gifted Students

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