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Resultados 4 recursos
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Empirical testing of talent development models or contextual developmental models of giftedness is enhanced by longitudinal research that considers contextual factors as well as individual/psychological factors. Relying on findings from the longitudinal TALENT project in Flanders, we aimed to shed light on the role of social-contextual factors (i.e., relationships with teachers, peers, and parents) and psychological (i.e., motivational) factors in the developmental process of transforming high cognitive ability into high achievement levels. Also, we aimed to gain insight into which developmental processes are specific to high-ability students and which are generalizable across ability levels. The findings provided longitudinal evidence for the key role of social-contextual and motivational resources in the process of academic talent development. Overall, they call for further integration of giftedness models with general developmental theories and elaboration of the role of social-contextual factors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Higher-level questioning is an instructional method often recommended to challenge cognitively gifted students. However, professional development is needed to help teachers improve their ability to ask higher-level questions. Therefore, we developed an intervention based on Bloom’s taxonomy, consisting of a 2-h session in which teachers learn how to integrate higher-level questioning into regular lessons, for use in any content area. Our aim was to determine whether this intervention is effective in fostering the motivation and engagement of students, and of cognitively gifted students in particular. The study is a randomized controlled trial with an intervention group of 17 subject teachers and their students (n = 268) in Grades 7 and 8, who received a training in higher order questioning, and a control group (education as usual) of 17 subject teachers and their students (n = 299). Control teachers taught similar subjects and contents as intervention teachers. Students in both groups reported on the number of higher order thinking questions asked by their teacher before and after the training. In addition, students’ motivation and engagement during classes were measured at pre- and posttest. Students in the intervention condition reported an increase in teachers’ use of higher-order thinking questions, which in turn related positively to their autonomy need satisfaction, engagement, and motivation. Students benefitted equally from the intervention, regardless of teacher-perceived giftedness.
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As cognitively gifted students may be at risk for motivational problems and underachievement, it is critical to find effective ways to motivate them. Grounded in self-determination theory (SDT) and the literature on teacher beliefs and mindsets, the present study examined whether teachers adapt their motivational teaching style as a function of the cognitive ability of students and which factors can explain the variability in teachers’ use of (de)motivating styles among gifted versus typical students. Results of linear mixed modeling among 122 teachers in secondary education (73% female; M age = 39.52 years) indicated that teachers made more use of autonomy-supportive and chaotic and less use of controlling and structuring practices towards cognitively gifted, relative to typical, students, with differences in the perceived effectiveness of teaching styles by type of student explaining this variability. Regardless of students’ giftedness status, teachers’ fixed mindset related positively to the use of a controlling and chaotic style and experience in giftedness education related positively to the use of autonomy support. Misconceptions regarding giftedness did not relate to teachers’ motivating style. These results inform prevention efforts aimed at improving teachers’ motivating styles, to the benefit of the motivation of both cognitively gifted and typical students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students’ beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents’ intelligence and effort beliefs were related to students’ corresponding beliefs. Furthermore, parental feedback was associated with students’ beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students’ appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Tipo de recurso
- Journal Article (4)
Año de publicación
- Entre 2000 y 2026 (4)