Learning motivation and performance excellence in adolescents with high intellectual potential: What really matters?

Hella SCHICK, Norman Shane PHILLIPSON

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self-efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self-reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as achievers or underachievers, ninth-grade students were administered a battery of self-report instruments, designed to measure learning motivation, school environment, self-efficacy, and personal identity. After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity-style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness. Copyright © 2009 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)15-37
JournalHigh Ability Studies
Volume20
Issue number1
DOIs
Publication statusPublished - Jun 2009

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learning motivation
learning performance
adolescent
intelligence
self-efficacy
student
school
sports facility
moderator
academic achievement
Berlin
adolescence
regression
ability
performance
Group

Citation

Schick, H., & Phillipson, S. N. (2009). Learning motivation and performance excellence in adolescents with high intellectual potential: What really matters? High Ability Studies, 20(1), 15-37.

Keywords

  • Performance excellence
  • Learning motivation
  • Gymnasium
  • General intelligence
  • Personal identity