Comparison of the Academic Motivation of Average, Gifted and Highly Gifted Girls and Boys

The effects of school on the motivation of gifted and highly gifted boys and girls is controversially discussed in the literature. Whereas some researchers underline the fact that schools do not adequately address the special motivational needs of gifted and highly gifted students, other researchers disavow this problem. In our study we compared the academic motivation of average, gifted and highly gifted boys and girls attending grade 7 of German Gymnasiums (grammar schools). The research was based on the Dweck model of achievement motivation. Clear gender differences appeared which, however, do not indicate a more favorable academic motivation set for one gender over the other. More favorable motivational preconditions were confirmed for subjects with a higher ability level, but they did not result in a more positive motivational orientation. This suggests that school instruction has not succeeded in adequately promoting those motivational preconditions favorable to gifted students. No interactions occurred between gender and ability. Finally, the Dweck model of achievement motivation could not be confirmed.