Creative ideation and motivated strategies for learning of academically talented students in Greek secondary school

Abstract

ABSTRACTA consistent body of research has indicated that intrinsic motivation, self-regulation, and creative ideation tend to facilitate academic performance. This article examines differences in self-regulated learning strategies, motivational beliefs, and creative ideation among academically talented students, high achievers, and ordinary achieving students in Greek secondary school. To assess the relationship between motivational strategies for learning, ideational behavior, and academic performance, a sample of 287 students between the ages of 13 and 18 completed the Runco Ideational Behavior Scale and the Motivated Strategies for Learning Questionnaire. Furthermore, their school grades were used to provide data about their academic performance. The results indicated that academically talented students tended to use more self-regulated learning strategies and displayed higher self-efficacy and stronger motivational beliefs. Creative ideation was found to be negatively correlated with academic achievement, especially for low and moderate achievers. In conclusion, according to the results, high academic performance appeared to be related to higher academic self-efficacy, intrinsic motivation, self-regulation, and use of cognitive strategies. Nevertheless, it appeared to be related to lower creative ideation.