Assessing Motivational Orientations of Highly Gifted Students

• In Event: Roundtable Session 104
  In Roundtable Session: Social and Emotional Development and Issues for Gifted Individuals

Abstract

This study investigated the motivational orientations of highly gifted students using the Work Preference Inventory-student form, including intrinsic and extrinsic motivation, as well as four associated secondary factors: challenge, enjoyment, compensation, and outward. Participants were 109 precollege highly gifted students who achieved at least 700 on either SAT-M or SAT-V/SAT-CR before the age of 13, and are now age 13 and beyond. The results showed that, in general, highly gifted students demonstrated higher intrinsic than extrinsic motivation orientations toward their learning activities, while intrinsic motivation factors were negatively correlated with extrinsic motivation factors. However, some of the correlations seen in Asian American students were not present in the Caucasian American participants due to cultural differences.

Author

• Yi-Lung Kuo, BNU-HKBU United International College