High Ability Students' Voice on Learning Motivation

Autor/inn/en	Garn, Alex C.; Jolly, Jennifer L.
Titel	High Ability Students' Voice on Learning Motivation
Quelle	In: Journal of Advanced Academics, 25 (2014) 1, S.7-24 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X13513262
Schlagwörter	Learning Motivation; Student Attitudes; High Achievement; Gifted; Summer Programs; Learning Experience; Active Learning; Social Environment; Participant Characteristics; Semi Structured Interviews; Student Empowerment; Rewards; Self Determination; Children; Qualitative Research; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Schülerverhalten; Begabter, Hoch Begabter; Sommerkurs; Lernerfahrung; Aktives Lernen; Soziales Umfeld; Studienberechtigung; Reward; Belohnung; Selbstbestimmung; Child; Kind; Kinder; Qualitative Forschung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10