Creative Ideation and Motivated Strategies for Learning of Academically Talented Students in Greek Secondary School

Autor/inn/en	Zbainos, Dimitrios; Beloyianni, Vassiliki
Titel	Creative Ideation and Motivated Strategies for Learning of Academically Talented Students in Greek Secondary School
Quelle	In: Gifted and Talented International, 33 (2018) 1-2, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2018.1547620
Schlagwörter	Foreign Countries; Secondary School Students; Student Motivation; Academically Gifted; Learning Strategies; Self Efficacy; Creativity; Academic Achievement; High Achievement; Test Anxiety; Self Management; Greece; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-efficacy; Selbstwirksamkeit; Kreativität; Schulleistung; Examination phobia; Testangst; Prüfungsangst; Selbstmanagement; Griechenland
Abstract	A consistent body of research has indicated that intrinsic motivation, self-regulation, and creative ideation tend to facilitate academic performance. This article examines differences in self-regulated learning strategies, motivational beliefs, and creative ideation among academically talented students, high achievers, and ordinary achieving students in Greek secondary school. To assess the relationship between motivational strategies for learning, ideational behavior, and academic performance, a sample of 287 students between the ages of 13 and 18 completed the "Runco Ideational Behavior Scale" and the "Motivated Strategies for Learning Questionnaire". Furthermore, their school grades were used to provide data about their academic performance. The results indicated that academically talented students tended to use more self-regulated learning strategies and displayed higher self-efficacy and stronger motivational beliefs. Creative ideation was found to be negatively correlated with academic achievement, especially for low and moderate achievers. In conclusion, according to the results, high academic performance appeared to be related to higher academic self-efficacy, intrinsic motivation, self-regulation, and use of cognitive strategies. Nevertheless, it appeared to be related to lower creative ideation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01