Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Gifted Child Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Gottfried, A. E.
Right arrow Articles by Gottfried, A. W.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Toward the Development of a Conceptualization of Gifted Motivation

Adele Eskeles Gottfried

California State University, Northridge

Allen W. Gottfried

California State University, Fullerton

Whereas perspectives on giftedness have included motivation as a construct related to giftedness, the proposed conceptualization advances a new view that motivation is an area of giftedness in and of itself. Academic intrinsic motivation (i.e., enjoyment of school learning) is the domain focused upon in this conceptualization inasmuch as it has inherent ties to cognition, gifted intellect, and achievement. Research supports the following criteria, advanced as a beginning effort toward the development of a conceptualization of a gifted motivation construct: (a) significantly higher academic intrinsic motivation is evidenced by intellectually gifted compared to their comparison cohort; (b) academic intrinsic motivation is significantly, positively, and uniquely related to academic achievement above and beyond IQ; (c) academic intrinsic motivation evidences substantial continuity from childhood through adolescence; and (d) environment is significantly related to academic intrinsic motivation. The construct of gifted motivation serves heuristic purposes to advance further inquiry and also has implications regarding the development and implementation of giftedness programs. Suggestions are made regarding research needed for further development of a gifted motivation construct.

Gifted Child Quarterly, Vol. 48, No. 2, 121-132 (2004)
DOI: 10.1177/001698620404800205
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Gifted Child QuarterlyHome page
A.-M. Morrissey and P. M. Brown
Mother and Toddler Activity in the Zone of Proximal Development for Pretend Play as a Predictor of Higher Child IQ
Gifted Child Quarterly, April 1, 2009; 53(2): 106 - 120.
[Abstract] [PDF]

Home page
 International Journal of Behavioral DevelopmentHome page
A. E. Gottfried, G. A. Marcoulides, A. W. Gottfried, P. H. Oliver, and D. W. Guerin
Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence
International Journal of Behavioral Development, July 1, 2007; 31(4): 317 - 327.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
A. W. Gottfried, C. R. Cook, A. E. Gottfried, and P. E. Morris
Educational Characteristics of Adolescents With Gifted Academic Intrinsic Motivation: A Longitudinal Investigation From School Entry Through Early Adulthood
Gifted Child Quarterly, April 1, 2005; 49(2): 172 - 186.
[Abstract] [PDF]