Triggered and maintained engagement with learning among gifted children in primary education
Bibliographic Data
| ID | 22166342 |
|---|---|
| Authors | Saskia Snikkers-Mommer (0000-0001-5821-2856, University of Groningen, corresponding author), Johan Hoekman, Aziza Mayo (University of Applied Sciences Leiden), Alexander Minnaert (0000-0003-3886-1634, University of Groningen) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-03-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1164498 |
| OpenAlex | W4392514912 |
| Language | EN |
| Citations received | 3 |
| References cited | 49 |
Motivating gifted children to become and stay engaged with classroom tasks can be a huge struggle for primary education teachers. This concurrent parallel mixed method design study investigates the relative differences in the importance of the basic psychological needs between gifted children and children with an average IQ with respect to triggered and maintained engagement to learn. A total of 1,017 students (512 girls and 505 boys) from 35 schools participated in this study. The qualitative analysis showed that children identify a wide array of themes related to both the context of their learning experiences and to themselves. In addition, statistical analyses showed that while all children benefit from the fulfillment of their basic psychological needs, gifted children experience a greater need for autonomy support to become engaged in school tasks. To maintain engagement, even in the face of resistance, all children, regardless of their IQ, indicate that structure is important. Possible implications for teachers are addressed in the discussion
Developmental psychology · Mathematics education · Physics · Primary education · Computer Science · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Youth Development and Social Support
Education for the Gifted and Talented
Intrinsic Motivation
The Power of Interest for Motivation and Engagement
Self-Determination Theory
Student engagement with school
A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context
Autonomy and Need Satisfaction in Close Relationships
Engaging students in learning activities
The national survey of student engagement
Issues and Challenges in Studying Parental Control
On psychological growth and vulnerability
What it takes to do well in school and whether I've got it
Identifying configurations of perceived teacher autonomy support and structure
Relationships Matter
Sense of relatedness as a factor in children's academic engagement and performance.
On the Benefits of Giving as Well as Receiving Autonomy Support
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
Motivation in the classroom
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
Motivation reconsidered
A Guideline of Selecting and Reporting Intraclass Correlation Coefficients for Reliability Research
A theoretical upgrade of the concept of parental psychological control
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Hanging in There
Conceptualizing parental autonomy support
The "What" and "Why" of Goal Pursuits
Designing and Conducting Mixed Methods Research
What is satisfying about satisfying events? Testing 10 candidate psychological needs
The need to belong
Self-Determination and Classroom Engagement of EFL Learners
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |