Gifted Adolescents’ Perspectives on Learning Motivation: A Qualitative Study

Document Type : Research Paper

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Abstract

This study explores the key factors influencing learning motivation among gifted adolescents, grounded in the philosophical and epistemological assumptions of constructivism. Using a thematic analysis approach, qualitative data were collected through interviews with 30 gifted adolescents. The analysis revealed two overarching conceptual categories of motivational indicators: those aligned with a quantitative orientation in educational philosophy and those aligned with a qualitative (developmental) orientation. Indicators within the quantitative orientation included non-process orientation, result-driven thinking, fear of failure, lack of self-directedness, and unidimensional thinking. In contrast, the qualitative orientation was characterized by process-oriented thinking, multidimensional perspectives, intrinsic learning orientation, willingness and commitment, high valuation of effort, motivational persistence, and emotional regulation. These findings highlight a tension between two philosophical approaches to motivation, suggesting that the social context of gifted adolescents plays a pivotal role in shaping their motivational structures by either satisfying or frustrating their basic psychological needs. Ultimately, this philosophical dichotomy underscores the significance of environmental influences that prioritize either quantitative outcomes or qualitative growth in shaping the learning motivation of gifted youth.

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References

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History

  • Receive Date: 03 January 2023
  • Revise Date: 07 June 2023
  • Accept Date: 18 June 2023
  • First Publish Date: 10 September 2024
  • Publish Date: 22 September 2024

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