Parental influences on the academic motivation of gifted students: A self-determination theory perspective

• Autores: Alex C. Garn, Michael S. Matthews, Jennifer L. Jolly
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 54, Nº 4, 2010, págs. 263-272
• Idioma: inglés
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• Dialnet Métricas: 8 Citas
• Resumen

  • The home environment that parents provide their gifted children can have a significant impact on academic motivation, yet limited research has focused on this topic. Self-determination theory, a comprehensive framework of motivation, was used in the current study to explore two research questions: (a) What attitudes do parents of gifted students have toward the academic motivation of their children? (b) What approaches do parents of gifted students use at home to develop academic motivation? Interviews with 30 parents of gifted children from across the United States revealed three higher order themes including Parents as Experts, Scaffolding, and Behavior Modification. From a self-determination theory perspective, results suggest that despite good intentions, the parents of this study were inconsistent in providing home environments that support their children�s development of internalized forms of academic motivation.