Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors

Autor/inn/en	Ramos, Alicia; Lavrijsen, Jeroen; Linnenbrink-Garcia, Lisa; Soenens, Bart; Vansteenkiste, Maarten; Sypré, Sabine; Boncquet, Michiel; Verschueren, Karine
Titel	Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors
Quelle	In: Gifted Child Quarterly, 67 (2023) 3, S.179-197 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramos, Alicia) ORCID (Lavrijsen, Jeroen) ORCID (Boncquet, Michiel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862221132279
Schlagwörter	Gifted; Underachievement; Learning Motivation; Student Motivation; Predictor Variables; Learner Engagement; Secondary School Students; Foreign Countries; Academic Ability; Self Concept; Self Esteem; Beliefs; Belgium; Academic Self Concept Scale + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Performance deficiency; Leistungsschwäche; Motivation for studies; Lernmotivation; Schulische Motivation; Prädiktor; Sekundarschüler; Ausland; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Belief; Glaube; Belgien
Abstract	This study used a longitudinal person-oriented approach to examine whether two distinct developmental pathways of maladaptive motivation could be distinguished among high-ability students (intelligence quotient [IQ] [greater than or equal to] 120, N = 403, M[subscript age] = 12.2 years, 60.5% males), as proposed by the Pathways to Underachievement Model. Latent class growth analysis provided evidence for a three-class solution, including an adaptive class and two maladaptive classes, largely corresponding with the predictions of the Pathways to Underachievement Model. Furthermore, the classes related to the outcome variables in the expected ways, with the maladaptive classes showing higher disengagement and underachievement. These findings substantiate the Pathways to Underachievement Model and provide developmental insight into the multiple motivational pathways underlying disengagement and underachievement among high-ability students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01