Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective

Hornstra, Lisette; Bakx, Anouke; Mathijssen, A. C. Sven; Denissen, Jaap J. A.

doi:10.1016/j.lindif.2020.101871

Cited by 34 publications

(31 citation statements)

References 82 publications

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“…According to self-determination theory, this means stimulating attitudes, values, and tendencies towards action. According to this theory, there are two motivation categories: intrinsic and extrinsic motivation (Hornstra et al, 2020). Intrinsic motivation is the ingrained, inherent, and innate inclination to engage, seek or participate in challenges to feel satisfaction or enjoyment (Heilat et al, 2019).…”

Section: Motivationmentioning

confidence: 99%

“…Intrinsic motivation is the ingrained, inherent, and innate inclination to engage, seek or participate in challenges to feel satisfaction or enjoyment (Heilat et al, 2019). Extrinsic motivation refers to external stimuli or forces that induce a move to action or to taking action (Hornstra et al, 2020;Fleith, 2016).…”

Section: Motivationmentioning

confidence: 99%

“…Motivation and giftedness are interrelated, and motivation is considered a fundamental catalyst for developing giftedness (Burns & Martin, 2021;Hornstra et al, 2020;Samat & Ismail, 2020;McCoach & Flake, 2018;Barabwd et al, 2017). Thus, scholarly interest has turned to investigating the motivation level of gifted students, and comparing it to that of non-gifted students, for example, the Jordanian study of Heilat et al (2019).…”

Section: Motivationmentioning

confidence: 99%

“…Gifted students, specifically, encounter a lack of teaching support in the regular classroom, which causes them to experience more motivational issues in relation to learning and school than their non-gifted peers. These motivational issues have commonly been suggested to be a cause of underachievement (Hornstra et al, 2020). Samat and Ismail (2020) explain, furthermore, that gifted students require specially designed programs that motivate them to participate in acquiring and seeking knowledge development.…”

Section: Introductionmentioning

confidence: 99%

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Online Design Thinking Problems for Enhancing Motivation of Gifted Students

Ziadat

Sakarneh

2021

IJLTER

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Motivation is important for harnessing abilities and competencies, even if students are naturally or potentially gifted. This study used design thinking pedagogy as an innovative approach to motivate students holistically to learn and attend school. Design thinking is an approach to acquire and apply knowledge in a real situation that involves five stages: empathy, define, ideate, prototype, and test. The study was a quantitative quasi-experimental study with a one-group design and pre and post-tests. The study evaluated intrinsic and four extrinsic motivation categories – integrated, identified, introjected, and external regulation – to evaluate gifted students’ motivation to do coursework, and used a motivation scale to gauge their willingness to attend school, and an attitude questionnaire to determine students’ satisfaction with and engagement in the design thinking class. The experimental group consisted of 77 randomly selected gifted students at the King Abdullah II School for Excellence. After engaging in the design thinking class, the gifted students’ scores on all motivation categories were higher in the post-test than they had been in the pre-test. However, gifted students’ motivation levels were not associated with their gender, grades, and SAT scores. Thus, the design thinking approach is a promising approach for educating gifted students; students found it satisfying and they exhibited high levels of engagement behavior. The study results recommend that a design thinking approach is worth pursuing to increase gifted students’ motivation. The researchers recommend considering both gifted and non-gifted students in future studies involving the design thinking approach.

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Section: Motivationmentioning

confidence: 99%

Section: Motivationmentioning

confidence: 99%

Section: Motivationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Online Design Thinking Problems for Enhancing Motivation of Gifted Students

Ziadat

Sakarneh

2021

IJLTER

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“…The identification of potentially gifted children depends on the qualifications of teachers. The assessment criteria are mainly based on cognitive factors, including intelligence and achievement, but also such non-cognitive factors as motivation and creativity [17].…”

Section: Introductionmentioning

confidence: 99%

The professional burnout of teachers working with gifted students

Golmenko

Haptanova

Peskov³

et al. 2021

SHS Web Conf.

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Since 2014, scholars have been studying the professional burnout of medical workers following the order of health care. In 2017, the authors of the article began to analyze the causes of burnout in teachers, including those who work with gifted children. The study of burnout is a socially significant task as the high-level burnout of doctors and teachers leads to a decrease in the quality of work, staff turnover, health problems and economic losses. The study aims at seeking universal approaches to the diagnostics, prevention and correction of burnout. The authors consider professional burnout as a combination of interdependent components: psychological, somatic and psychosomatic. In this case, it was necessary to study professional burnout and morbidity with temporal disability with due regard to age, sex, length of service and place of work, as well as to calculate the economic damage from the above-mentioned morbidity. They should also determine the significance of work experience and professional qualities in the formation of burnout and morbidity. To study professional burnout, the authors used proven, reliable and valid methods: diagnostic tests (questionnaire to reveal the emotional burnout degree by V.V. Boyko); questionnaire to measure professional burnout by K. Maslach and S. Jackson (abridged by N. E. Vodopianova). Morbidity with temporal disability and economic damage were considered with the help of statistical analysis, modeling and the PPP Statistica software. To determine professionally significant personality traits, the authors used the Wiesbaden questionnaire, cluster analysis using the Chebyshev similarity measure and the Kendall rank correlation coefficient to confirm the results of cluster analysis. The authors have compared the burnout of teachers working with gifted children with that experienced by rural teachers and doctors. They have identified age groups that are most susceptible to burnout and factors influencing the burnout of teachers.

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