Mathematically gifted students and high achievement: The role of motivation and classroom structure.

Autor/inn/en	Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara
Titel	Mathematically gifted students and high achievement: The role of motivation and classroom structure. Gefälligkeitsübersetzung: Mathematische begabte Schüler und hohe Leistung: Die Rolle von Motivation und Klassenstruktur.
Quelle	In: High ability studies, 26 (2015) 2, S. 227-243Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1359-8139
Schlagwörter	Eigenschaft; Selbstkonzept; Schulklasse; Schulumwelt; Sekundarbereich; Schüler; Schülerin; Schulleistung; Leistungsmotivation; Lernmotivation; Mathematik; Mathematische Kompetenz; Leistung; Zielorientierung; Hoch Begabter
Abstract	One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others do not. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by noncognitive and environmental variables. Thus, the current study investigates differences in the noncognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with nonhigh achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than nonhigh achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3