Gifted Secondary School Students: The Perceived Relationship Between Enrichment and Achievement Orientation

• In Event: Poster Session 7
  In Poster Session: Current Issues in Gifted Education and Creativity Research

Abstract

Grounded in the Schoolwide Enrichment and Achievement Orientation Models, the purpose of this qualitative case study was to build understanding of the relationship between participation in enrichment projects and self-efficacy, goal valuation, environmental perceptions, and self-regulation of gifted secondary students. Participants included 10 students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semi-structured interviews, student work, and project assessments. Data were analyzed thematically. Findings indicated a relationship between participation in enrichment projects and achievement orientation attitudes. Students engaged in enrichment perceived their projects as meaningful, viewed their environment as supportive, and were proud of their efforts and the outcome of those efforts. Additionally, students credited participation in enrichment projects with helping them to self-regulate.

Authors

• Carla Brigandi, West Virginia University

• Del Siegle, University of Connecticut

• Jennie Weiner, University of Connecticut

• E. Jean Gubbins

• Catherine A. Little, University of Connecticut