Goal Orientations of Gifted Students

David Yun Dai and John F. Feldhusen

Gifted and Talented International, 1996, vol. 11, issue 2, 84-88

Abstract: This study examined gifted students’ goal orientations using Dweck’s learning/performance goals and Harter’s intrinsic/extrinsic orientations as theoretical frameworks. Participants were 189 students, ages 9-17, who attended a summer program for gifted children. Four constructs were assessed: Self-Confidence or Perceived Competence, Incremental vs. Entity Views of Intelligence, Perceived Peer and Teacher Expectations, and Performance Orientations (Challenge Avoidance and Ego Involvement). These gifted students generally have positive motivational characteristics. Patterns of relationships found among these variables supported Harter’s and Dweck’ contentions and indicated the importance of both high self-perception of intellectual ability (ability beliefs) and an incremental view of intelligence (effort beliefs).

Date: 1996
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DOI: 10.1080/15332276.1996.11672851

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