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A Grounded Theory Study of Gifted El...

Buckley, Nancy.

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A Grounded Theory Study of Gifted Elementary School Students' Perceptions of Motivation and Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Grounded Theory Study of Gifted Elementary School Students' Perceptions of Motivation and Achievement./
Author:	Buckley, Nancy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	257 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Gifted education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10282225
ISBN:	9781369842920

A Grounded Theory Study of Gifted Elementary School Students' Perceptions of Motivation and Achievement.
Buckley, Nancy.

A Grounded Theory Study of Gifted Elementary School Students' Perceptions of Motivation and Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 257 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

Underachievement is common among gifted students, beginning as early as elementary school. In some instances, failure to fulfill potential continues into adulthood. The loss of future inventors, leaders, philosophers, creators, etc. impacts the global economy. This qualitative grounded theory study, through the lens of Renzulli's Three-Ring Conception of Giftedness, investigated motivation and achievement from the perspective of gifted elementary school students. The insight gained enables educators to provide more effective learning strategies for gifted students so that all gifted students are motivated to fulfill their potential. Theory emerged that reflects the lived experiences gifted elementary school students have had with motivation and achievement. Ten gifted students in grades 3 through 5 were invited to participate in a survey and in individual interviews. A constant comparative analysis of the data revealed that thirst for knowledge, challenge, self-efficacy, autonomy, and inspiring goals motivated the students to achieve in an instructional environment that fosters these motivational factors. An addition to Renzulli's theory emerged from the students' insight: For gifted behavior to occur, students with advanced ability need opportunity to engage in challenging activity in a motivating environment that fosters creativity. The results of this study can inform the development of gifted education accommodations that will provide gifted students with the opportunity to turn their interests into expertise for the benefit of society. Future research should involve students from a wider range of socioeconomic backgrounds. Longitudinal studies would provide a deeper understanding of the long term-effects of underachievement and of gifted education accommodations to stem the tide of lost potential.

ISBN: 9781369842920Subjects--Topical Terms:

3172499
Gifted education.

A Grounded Theory Study of Gifted Elementary School Students' Perceptions of Motivation and Achievement.
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520 $a Underachievement is common among gifted students, beginning as early as elementary school. In some instances, failure to fulfill potential continues into adulthood. The loss of future inventors, leaders, philosophers, creators, etc. impacts the global economy. This qualitative grounded theory study, through the lens of Renzulli's Three-Ring Conception of Giftedness, investigated motivation and achievement from the perspective of gifted elementary school students. The insight gained enables educators to provide more effective learning strategies for gifted students so that all gifted students are motivated to fulfill their potential. Theory emerged that reflects the lived experiences gifted elementary school students have had with motivation and achievement. Ten gifted students in grades 3 through 5 were invited to participate in a survey and in individual interviews. A constant comparative analysis of the data revealed that thirst for knowledge, challenge, self-efficacy, autonomy, and inspiring goals motivated the students to achieve in an instructional environment that fosters these motivational factors. An addition to Renzulli's theory emerged from the students' insight: For gifted behavior to occur, students with advanced ability need opportunity to engage in challenging activity in a motivating environment that fosters creativity. The results of this study can inform the development of gifted education accommodations that will provide gifted students with the opportunity to turn their interests into expertise for the benefit of society. Future research should involve students from a wider range of socioeconomic backgrounds. Longitudinal studies would provide a deeper understanding of the long term-effects of underachievement and of gifted education accommodations to stem the tide of lost potential.
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