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Direct linkSiegle, Del; DaVia Rubenstein, Lisa; McCoach, D. Betsy – Psychology in the Schools, 2020
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors…
Descriptors: Teacher Attitudes, Parent Attitudes, Student Attitudes, Academically Gifted
Rubenstein, Lisa Davia; Siegle, Del; Reis, Sally M.; Mccoach, D. Betsy; Burton, Meredith Greene – Psychology in the Schools, 2012
The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement-Orientation Model. The first…
Descriptors: Intervention, Academically Gifted, Self Efficacy, Psychologists
Peer reviewedMcCoach, D. Betsy; Kehle, Thomas J.; Bray, Melissa A.; Siegle, Del – Psychology in the Schools, 2001
Explores several controversial issues surrounding the identification of students as both gifted and learning disabled. Argues against the use of profile analysis to identify gifted students with learning disabilities. Proposes guidelines for school psychologists to identify students with intellectual gifts and learning disabilities, and provides…
Descriptors: Academically Gifted, Educational Diagnosis, Gifted Disabled, Learning Disabilities
