Parallel Session Proceedings »
2.8.4 An Exploration of Gifted Adolescent Motivation in Academic Learning Experiences
With a focus on learning more about the unique learning needs of gifted adolescents, this qualitative case study examined gifted adolescents’ perspectives on motivation in regard to academic learning experiences through the theoretical lens of Gagne’s Differentiated Model of Giftedness and Talent and expectancy-value theory. Current research in this field is highly quantitative in nature, and of the studies classified as qualitative, gifted adolescents were often not provided with multiple open-ended response opportunities. This qualitative case study focused on the following research questions: 1) How do gifted adolescents’ conceptions of motivation align with the environmental, intrapersonal, and developmental process components of Gagne’s DMGT? 2) How do gifted adolescents describe the types of academic learning experiences that are most and least motivational? 3) According to gifted adolescents, what influences their motivation in regard to academic learning experiences.
As an additional aspect to this qualitative case study of six gifted adolescents, an original instrument for quantifying qualitative data was also created. This specific interpretation instrument (IISWST) provided a new approach to analyzing qualitative data through the theoretical underpinnings of Gagne’s DMGT. Additionally, member-checking and triangulation of data were utilized with individual interviews, self-selected student work samples with reflection tags, and student response journals. This led to greater validity and reliability of findings.
Three major outcomes emerged from this study, including the need for specialized gifted curricula, the need for ongoing gifted education training for educators, and the need for gifted adolescents to personally value and connect academic learning experiences to the real world. Specifics address how to best increase gifted adolescents’ valuation of academic learning experiences, as well as the importance of using the Integrated Curriculum Model and Paul’s Reasoning Model to facilitate academic learning experiences for gifted adolescents. Of the four major themes and thirteen sub-themes which also emerged from the study, gifted adolescents stressed the impact of the format of the lesson, the role of the teacher, the need for valuation in academic learning, and the impact of effort on their personal levels of motivation in academic learning experiences. Implications to the field of education and recommendations for future research were also shared. Through this study, new insights into increasing gifted adolescent motivation were gleaned, leading to increased academic engagement and achievement.