Introduction
Motivation plays a crucial role in the academic performance of gifted students, being a determining factor in distinguishing those who reach their potential from those who underperform. This study investigates the differences in the motivational profiles of high- and low-performing gifted students, comparing them with high-performing non-gifted students. The aim is to clarify the relationship between motivation and giftedness, providing support for the development of effective educational interventions.
Methods
Thirty-four high-achieving gifted students (19 boys and 15 girls), 31 low-achieving gifted students (17 boys and 14 girls), and 37 high-achieving non-gifted students (20 boys and 17 girls), aged 8 to 12 years, were evaluated. Giftedness was defined as an intelligence quotient (IQ) higher than 130, as measured by the standardized Greek version of the WISC-III. Motivation was assessed using the School Motivation Questionnaire (SMQ), which measures achievement orientations (mastery, ego, competitive, individualistic, cooperative), intrinsic motivation, and orientation toward success and failure avoidance. Univariate analyses of variance (ANOVA) were used to identify significant differences between groups.
Results
High-achieving gifted students showed higher levels of motivation in all dimensions when compared to high-achieving non-gifted and low-achieving gifted students. The low-achieving gifted group demonstrated lower levels of mastery orientation (F(2,98) = 39.24, p<.001), ego orientation (F(2,98) = 38.74, p<.001), competitive orientation (F(2,98) = 41.2, p<.001), individualistic orientation (F(2,98) = 37.61, p<.001), cooperative orientation (F(2,98) = 33.83, p<.001), intrinsic motivation (F(2,98) = 41.81, p<.001), achievement orientation (F(2,98) = 3.18, p<.05), and failure-avoidance orientation (F(2,98) = 14.29, p<.001).
Discussion
The results suggest that motivation is an essential factor in the performance gap between gifted students, corroborating the hypothesis that intellectual giftedness and motivation are distinct constructs. Contextual factors, such as the lack of adaptation of the educational environment to the needs of gifted students, may contribute to reduced motivation and consequent underperformance. Low-performing gifted students demonstrated lower social orientation, which may negatively affect their academic engagement and interpersonal relationships.
Conclusion
The findings of this study emphasize the need for differentiated educational interventions that take into account motivation as an essential factor in the academic performance of gifted students. Pedagogical approaches that promote realistic goal setting, encourage autonomy, and provide individualized support may be essential to optimize the potential of this group. The study also highlights the relevance of future research to deepen the understanding of the interactions between intelligence, motivation, and educational context.
Reference:
Agaliotis, I., & Kalyva, E. (2019). Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students. International Education Studies, 12(2), 45-56. https://doi.org/10.5539/ies.v12n2p45
