Giftedness in Mathematics and Peak Performance: Can Motivation or Classroom Structure Make a Difference?

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

Abstract

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into performances in a process influenced by non-cognitive and environmental variables. Thus, this study investigates differences in the non-cognitive construct motivation (goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted peak performers and mathematically gifted students with less than peak performance using a latent variable approach. Gifted peak performers expressed higher levels of motivation than non-peak performers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.

Authors

• Marko Lüftenegger, Universität Wien

• Marlene Kollmayer, University of Vienna

• Evelyn Bergsmann, University of Vienna

• Gregor Jöstl, University of Vienna

• Christiane Spiel, University of Vienna

• Barbara Schober, University of Vienna