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
Quelle	In: High Ability Studies, 26 (2015) 2, S.227-243 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2015.1095075
Schlagwörter	Academically Gifted; Mathematics Instruction; High Achievement; Student Motivation; Classroom Environment; Mathematics Achievement; Self Concept; Goal Orientation; Foreign Countries; Questionnaires; Online Surveys; Adolescents; Self Efficacy; Environmental Influences; Statistical Analysis; Secondary School Students; Austria + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Schulische Motivation; Klassenklima; Unterrichtsklima; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstkonzept; Zielorientierung; Zielvorstellung; Ausland; Fragebogen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Self-efficacy; Selbstwirksamkeit; Environmental influence; Umwelteinfluss; Statistische Analyse; Sekundarschüler; Österreich
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 don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive 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 non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01