Motivational characteristics of students in gifted classes: The pivotal role of need for cognition.

Autor/inn/en	Meier, Elisabeth; Vogl, Katharina; Preckel, Franzis
Titel	Motivational characteristics of students in gifted classes: The pivotal role of need for cognition. Gefälligkeitsübersetzung: Motivationsmerkmale von Schülern in Hochbegabtenklassen: The zentrale Rolle des Erkenntnisstrebens.
Quelle	In: Learning and individual differences, (2014) 33, S. 39-46Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2014.04.006
Schlagwörter	Grundschule; Schüler; Fähigkeitsgruppierung; Erkenntnis; Leistungsmotivation; Lernmotivation; Leistung; Streben; Hoch Begabter
Abstract	Examined the motivational characteristics that predict students' attendance of a gifted class. 281 students attending gifted classes (mean age 9 years) were compared with 639 students in regular classes (mean age 10 years). Questionnaires included the Self-Description Questionnaire (GSC), academic interest scales for German and math from the PALMA project, the Achievement Goal Questionnaire, the Three-Item Scale for the Assessment of Mastery Avoidance Goals, the Cacioppo/Petty Need For Cognition (NFC) Scale for adolescents, the Cognitive Abilities Test (KFT 4-12+R), tests for German academic reading comprehension (FLVT 5-6) and reading speed (LGVT 6-12), and a mathematics achievement test for grades 5-7 (Mathematik Leistungstest für 5.-7. Jahrgangstufe). Results revealed NFC as the most important predictor of the attendance of gifted classes while controlling for confounding factors. Longitudinal research to investigate the development of students with varying levels of cognitive ability and NFC in diverse educational settings is recommended. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3