Abstract
In this chapter the role of motivation in gifted education will be discussed. Although theories of giftedness have often included motivation as an important component of giftedness (Clinkenbeard, Psychol Sch 49:622–630, 2012), most research on motivation in giftedness has sought to establish the motivational characteristics of gifted students (Albaili, Soc Behav Pers 31:107–120, 2003). As a result, less is known about how different motivational factors impact gifted students’ academic development and outcomes. Thus, building on arguments by Martin (Aust J Gift Educ 24:52–60, 2002, How to motivate and engage students who are gifted. Australian Mensa Inc, Midland, 2017) and recent research in gifted education, the present chapter examines key motivational issues that are especially relevant for gifted students. First, we discuss attribution, control beliefs, and self-worth protection. These are well-established areas of motivation that affect gifted students’ motivation and learning. Herein we examine the implications of these factors for talent development and how to support gifted students in their use of adaptive rather than maladaptive motivational strategies. Next, we discuss recent developments within motivational research, namely, an increased focus on growth orientation and how such an orientation may benefit gifted students. Specifically, we discuss the role of growth goal setting (Burns et al., Contemp Educ Psychol 53:57–72, 2018a, J Educ Psychol, 2018b; Martin, Br J Educ Psychol 76:803–825, 2006) and growth mindset (Dweck, Am Psychol 67:614–622, 2012). Following from this we provide practical strategies for teachers, practitioners, and parents to promote growth orientation among gifted students and describe how these strategies may support gifted students’ talent development. Lastly, we discuss implications for future research regarding motivation and giftedness. Taken together, this chapter provides a substantial review of how different motivational factors may impact gifted students’ learning and discusses new developments and strategies in motivational research that may be effective for gifted students.
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This research was funded by the Australian Research Council (Grant #DP140104294).
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Burns, E.C., Martin, A.J. (2019). Motivational Issues in Gifted Education: Understanding the Role of Students’ Attribution and Control Beliefs, Self-Worth Protection, and Growth Orientation. In: Smith, S. (eds) Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3021-6_15-1
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