Need-supportive teaching and motivation of gifted and non-gifted students in regular primary schools
Aken, Germany : European Association for Research on Learning and Instruction (EARLI)
InEARLI 2019: Book of Abstracts, pp. 257
18th Biennial Conference of the European Association of Research on Learning and Instruction (EARLI 2019) (Aken, Germany, 12-16 August, 2019)
Article in monograph or in proceedings
Display more detailsDisplay less details
SW OZ BSI OLO
SW OW RCSW [owi]
EARLI 2019: Book of Abstracts
SubjectLearning and Plasticity
For teachers of heterogeneous regular classrooms, it can be challenging to create an optimally challenging and motivating learning environment for gifted students. Lack of motivation has often been found to be an underlying cause of underachievement in gifted students. According to the self-determination theory (SDT), students' motivation can be fostered when students' basic psychological needs for autonomy, competence, and relatedness are satisfied. Teachers can satisfy these needs by the provision of autonomy support, structure, and involvement, respectively. However, research on need-supportive teaching among gifted students is scarce. The first aim of the present study was to examine whether teachers in regular primary school classrooms provided gifted and nongifted students with similar levels of need support, and whether gifted students and non-gifted students also experienced similar levels of need satisfaction. The second aim of the present study was to examine whether the associations between need satisfaction and student motivation were similar for gifted and nongifted students. Questionnaires were filled out by 1975 students in upper primary school and their teachers (n=80). Two-hundred-and-four students (10.5%) were diagnosed as gifted or considered gifted by their teachers. Teachers reported that they provided gifted students with more autonomy and equal levels of structure and involvement compared to non-gifted students. Gifted students perceived equal levels of autonomy support and relatedness with their teachers, but reported more competence satisfaction, and less relatedness with their peers, compared to non-gifted students. Finally, relations between need satisfaction and students' motivation were equally positive for gifted and non-gifted students.
Upload full text
Use your RU credentials (u/z-number and password) tolog in with SURFconextto upload a file for processing by the repository team.