Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation
Dados Bibliográficos
| ID | 15413136 |
|---|---|
| Autores | Svenja Matheis (0000-0002-1189-5714, University of Koblenz and Landau, autor correspondente), Leonie Kronborg (0000-0002-7100-2164, Monash University), Manfred Schmitt (0000-0002-9978-8357, University of Koblenz and Landau), Franzis Preckel (0000-0002-5768-8702, Universität Trier) |
| Ano | 2017 |
| Volume | 32 |
| Fascículo | 2 |
| Páginas | 134-160 |
| Data de publicação | 2017-07-03 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Gifted and Talented International (JOURNAL) |
| Identificadores do periódico | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2018.1537685 |
| OpenAlex | W2900430088 |
| Idioma | EN |
| Citações recebidas | 23 |
| Referências citadas | 83 |
This study investigated the relationship between teachers’ beliefs about gifted students’ characteristics compared to students with average-ability and the teachers’ motivation (i.e., enthusiasm, self-efficacy). We investigated pre-service teachers’ beliefs and motivational orientations as substantial components of their professional competencies and aimed to make an empirical contribution to the discussion on the professionalization of teachers in gifted education. We expected that beliefs about the gifted would be in line with the disharmony hypothesis assuming they were intellectually strong, but deficient in non-cognitive domains. German (n = 375) and Australian (n = 315) pre-service teachers participated in a between-subjects experimental design that used student vignettes varying in ability and gender. Repeated-measures ANOVAs showed that besides a high intellect, pre-service teachers from both countries associated maladjustment with giftedness and showed lower self-efficacy for teaching the gifted. Results from structural equation modeling indicated that high intelligence ratings when paired with high maladjustment ratings were associated with lower teacher motivation. This result is of high practical relevance as perceived self-efficacy relates to actual teaching behavior in a classroom. Implications for teacher education in gifted education are discussed
Developmental psychology · Enthusiasm · Gifted education · Intellect · Mathematics education · Professionalization · Teacher education · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation
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| Obras citantes distintas | 23 |
|---|---|
| Citações por ano | 3,83 |
| Intervalo de citações | 2020 - 2026 (7) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 22 |