The Actiotope Model of Giftedness: Its Relationship with Motivation, and the Prediction of Academic Achievement among Turkish Students

Autor/in	Leana-Tascilar, Marilena Z.
Titel	The Actiotope Model of Giftedness: Its Relationship with Motivation, and the Prediction of Academic Achievement among Turkish Students
Quelle	In: Australian Educational and Developmental Psychologist, 32 (2015) 1, S.41-55 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0816-5122
DOI	10.1017/edp.2015.6
Schlagwörter	Foreign Countries; Personality Traits; Academic Achievement; Academically Gifted; Environmental Influences; Correlation; Student Motivation; Grade 4; Grade 7; Questionnaires; Regression (Statistics); Age Differences; Economic Factors; Incentives; Turkey + Suchen Sie Ihr Suchwort? Ausland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulleistung; Environmental influence; Umwelteinfluss; Korrelation; Schulische Motivation; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Fragebogen; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied; Ökonomischer Faktor; Anreiz; Türkei
Abstract	The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01