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ERIC Number: EJ1020057
Record Type: Journal
Publication Date: 2014-Feb
Pages: 18
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1932-202X
High Ability Students' Voice on Learning Motivation
Garn, Alex C.; Jolly, Jennifer L.
Journal of Advanced Academics, v25 n1 p7-24 Feb 2014
This study used a self-determination theory lens to investigate high ability learners' motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) "The Fun Factor of Learning" and (b) "The Rewards and Pressures of Good Grades." Fun learning experiences (i.e., intrinsic motivation, identified regulation) occurred when parents and teachers tailored learning activities to personalized interests and goals. Likewise, learning choices helped increase intrinsic motivation and identified regulation. Motivational experiences were decreased when parents exerted high levels of pressure on academic outcomes (e.g., grades): therefore, introjected regulation could be especially relevant in understanding motivation in high ability learners.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability