Title: Affective and motivational considerations in the assessment of gifted learners∗
Abstract:The inclusion of measures of self‐perception and motivational orientation in assessment may contribute to understanding the dynamics underlying the relationships between self‐concept, motivation, and ...The inclusion of measures of self‐perception and motivational orientation in assessment may contribute to understanding the dynamics underlying the relationships between self‐concept, motivation, and achievement in gifted learners. The research literature suggests that individual differences in gifted learners' achievement motivation and perceptions of academic abilities and social relationships may have important implications for educational planning that often are overlooked. An approach to assessment is described in which elementary school‐aged children's motivation to learn and perceptions of ability and social acceptance are measured, in addition to the more traditional ability and achievement measures. Parents and teachers also are asked for their perceptions of the child's ability and acceptance. Four case studies highlight some of the ways in which individual differences in self‐ and others' perceptions of ability, acceptance, and motivation can impact on gifted children's learning and development.Read More
Publication Year: 1996
Publication Date: 1996-09-01
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 18
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