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An Exploration Of Gifted Adolescent Motivation In Academic Learning Experiences, Vicki Ann Phelps

Graduate Research Theses & Dissertations

The purpose of this qualitative case study was to examine gifted adolescents’ perspectives on motivation in regard to academic learning experiences. Participants were selected based on having at least one year of attendance at a midwestern private school for the gifted, having a full-scale IQ of at least 125, and being between the ages of 11-17. This study focused on six gifted adolescents who committed to participating in one personal interview, completing two student response journals, and submitting work samples with reflection tags that were found to be examples of motivational academic learning experiences.

Data from the interviews, student response …

Teacher And Student Perceptions Of Pedagogical Practices On Gifted Student Motivation, Chloe M. Pappas

Honors Undergraduate Theses

This thesis explored teacher and student perceptions of classroom pedagogical practices as they may impact gifted children's motivation to learn. Because engaging gifted students can be uniquely challenging, teachers may need to tailor the teaching and learning experience to motivate them in ways that encourage them to succeed to their full potential. This exploratory study examined relationships among various pedagogical practices employed by a teacher and gifted student motivation. Ultimately, results of this study may lay a foundation for best practices for teaching gifted students.

Underachievement Of Creatively Gifted High School Students, Jennie M. Mizrahi

Teaching and Learning Sciences: Doctoral Research Projects

Underachievement is a pervasive problem for gifted students, and creatively gifted students may be at greater risk for underachievement due to personality traits, lack of challenge in strength areas, a mismatch between school environment and student needs, low status associated with creative achievements and behaviors in the school system, and other factors. This study focused on six creatively gifted, underachieving high school students from an urban-cluster area in the western United States. A hermeneutic phenomenological approach was used to gather data in the form of interviews with underachieving, creatively gifted students, their parents, and teachers; observation of classrooms; and creative …