Motivational Learning Conditions in Gifted Pupils

Abstract

The purpose of this empirical research investigation was to compart gifted and non-giftedpupils in grades 7, 8, and 9 on factors related to primary and secondary motivation. The study responded to three key questions: 1) are the motives to learn between these two gpoups of students the same or different, 2) are there correlations between primary and secondary motives and other affective characteristics such as fear of exams, and 3) how is family encouragement and leisure time manifested in these groups. The theoretical framework for the study was posited by Joswig (1995) in earlier research and suggested that non-cognitive personality factors are an important component of the construct of giftedness but have received less attention in the literature. Five instruments were administered as the basis for the study: Learning Motive Test, Questionnaire to Examine the School Achievement Motive, Exertion Avoidance Test, Questionnaire of Pupil’s Fears, and an informal questionnaire regardingfamily environment. Results reported by this article showed that rankings on the Learning Motive Test were relatively congruent across the two groups, but the scores of the gifted group were stronger than the comparison groups on both knowledge andfun as key learning motives (p <.05). In regard to the issue of correlations, there were negative correlations among all three groups between the "knowledge" motive and avoidance of school and the avoidance of work. In regard tofamily encouragement, there was greater evidence of family involvement in activities with cognitive dimensions which resulted in more demanding and far-reachingfree time activities.