High Ability Students’ Voice on Learning Motivation

Abstract

This study used a self-determination theory lens to investigate high ability learners’ motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) The Fun Factor of Learning and (b) The Rewards and Pressures of Good Grades. Fun learning experiences (i.e., intrinsic motivation, identified regulation) occurred when parents and teachers tailored learning activities to personalized interests and goals. Likewise, learning choices helped increase intrinsic motivation and identified regulation. Motivational experiences were decreased when parents exerted high levels of pressure on academic outcomes (e.g., grades): therefore, introjected regulation could be especially relevant in understanding motivation in high ability learners.