TY - CHAP
T1 - Motivational issues in gifted education
T2 - understanding the role of students’ attribution and control beliefs, self-worth protection and growth orientation
AU - Burns, Emma C.
AU - Martin, Andrew J.
PY - 2021
Y1 - 2021
N2 - In this chapter the role of motivation in gifted education will be discussed. Although theories of giftedness have often included motivation as an important component of giftedness (Clinkenbeard, 2012), most research on motivation in giftedness has sought to establish the motivational characteristics of gifted students (Albaili, 2003). As a result, less is known about how different motivational factors impact gifted students’ academic development and outcomes. Thus, building on arguments by Martin (2002, 2017) and recent research in gifted education, the present chapter examines key motivational issues that are especially relevant for gifted students. First, we discuss attribution, control beliefs and self-worth protection. These are well-established areas of motivation that affect gifted students’ motivation and learning. Herein we examine the implications of these factors for talent development and how to support gifted students in their use of adaptive rather than maladaptive motivational strategies. Next, we discuss recent developments within motivational research, namely, an increased focus on growth orientation and how such an orientation may benefit gifted students. Specifically, we discuss the role of growth goal setting (Burns et al., 2018a, 2018b; Martin, 2006) and growth mindset (Dweck, 2012). Following from this we provide practical strategies for teachers, practitioners, and parents to promote growth orientation among gifted students and describe how these strategies may support gifted students’ talent development. Lastly, we discuss implications for future research regarding motivation and giftedness. Taken together, this chapter provides a substantial review of how different motivational factors may impact gifted students’ learning and discusses new developments and strategies in motivational research that may be effective for gifted students.
AB - In this chapter the role of motivation in gifted education will be discussed. Although theories of giftedness have often included motivation as an important component of giftedness (Clinkenbeard, 2012), most research on motivation in giftedness has sought to establish the motivational characteristics of gifted students (Albaili, 2003). As a result, less is known about how different motivational factors impact gifted students’ academic development and outcomes. Thus, building on arguments by Martin (2002, 2017) and recent research in gifted education, the present chapter examines key motivational issues that are especially relevant for gifted students. First, we discuss attribution, control beliefs and self-worth protection. These are well-established areas of motivation that affect gifted students’ motivation and learning. Herein we examine the implications of these factors for talent development and how to support gifted students in their use of adaptive rather than maladaptive motivational strategies. Next, we discuss recent developments within motivational research, namely, an increased focus on growth orientation and how such an orientation may benefit gifted students. Specifically, we discuss the role of growth goal setting (Burns et al., 2018a, 2018b; Martin, 2006) and growth mindset (Dweck, 2012). Following from this we provide practical strategies for teachers, practitioners, and parents to promote growth orientation among gifted students and describe how these strategies may support gifted students’ talent development. Lastly, we discuss implications for future research regarding motivation and giftedness. Taken together, this chapter provides a substantial review of how different motivational factors may impact gifted students’ learning and discusses new developments and strategies in motivational research that may be effective for gifted students.
KW - attribution beliefs
KW - control beliefs
KW - gifted students
KW - giftedness
KW - growth mindset
KW - motivation
KW - personal best goal setting
KW - self-worth
UR - http://www.scopus.com/inward/record.url?scp=85178896142&partnerID=8YFLogxK
UR - http://purl.org/au-research/grants/arc/DP140104294
U2 - 10.1007/978-981-13-3041-4_15
DO - 10.1007/978-981-13-3041-4_15
M3 - Entry for encyclopedia/dictionary/reference book
AN - SCOPUS:85178896142
SN - 9789811330407
T3 - Springer International Handbooks of Education
SP - 339
EP - 357
BT - Handbook of giftedness and talent development in the Asia-Pacific
A2 - Smith, Susen R.
PB - Springer Nature
CY - Singapore
ER -