The role of motivation and self-esteem in the academic achievement of Turkish gifted students*

2016 ◽  
Vol 34 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Sevgi Topçu ◽  
Marilena Z Leana-Taşcılar
Keyword(s):  
Academic Achievement ◽  
Extrinsic Motivation ◽  
Fourth Graders ◽  
Gifted Students ◽  
Eighth Graders ◽  
Self Esteem ◽  
Motivational Orientation ◽  
After School ◽  
After School Program ◽  
Special Education School

The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34 from the sixth, 32 from the seventh and 14 from the eighth grade. Eighty-four of the students attended İstanbul Art and Science Centre, which is an after-school program for gifted students, and 100 of them attended a public special education school for gifted students. The Coopersmith Self-Esteem Inventory was used to assess self-esteem and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom was used to assess motivational components. Findings showed significant correlations between self-esteem, motivation and achievement. Using a regression analysis, in fourth graders general self-esteem, in fifth graders academic self-esteem, in sixth and seventh graders intrinsic motivations and in eighth graders extrinsic motivation were found to predict academic achievement.

The Actiotope Model of Giftedness: Its Relationship With Motivation, and the Prediction of Academic Achievement Among Turkish Students

2015 ◽  
Vol 32 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Marilena Z. Leana-Taşcılar
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Extrinsic Motivation ◽  
Stepwise Regression ◽  
Economic Capital ◽  
Motivational Orientation ◽  
The Relationship ◽  
Predictors Of Academic Achievement

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement.

Career adaptabilities of rural gifted adolescents in Turkey

2020 ◽  
Vol 36 (3) ◽  
pp. 221-236
Author(s):  
M Harun Murat ◽  
Nurten Karacan Ozdemir
Keyword(s):  
Role Models ◽  
Relevant Literature ◽  
Gifted Students ◽  
After School ◽  
Career Adaptability ◽  
Four Dimensions ◽  
Qualitative Research Design ◽  
Career Construction Theory ◽  
After School Program ◽  
Career Construction

This study examined career adaptability of gifted students within the Career Construction Theory. Using phenomenological qualitative research design, the study was conducted with 15 10th grade students (54% male) attended an Art and Science Centre, which is an after school program for gifted students, from a rural area of Turkey. The Career Construction Interview was used to collect data. The content analysis was employed by using MAXQDA 18 with a predetermined code list based on the relevant literature, retaining four dimensions of career adaptability: concern, control, curiosity, and confidence. The results indicated that curiosity dimension of career adaptability was frequently observed, yet confidence was seen to be lacking. Self-exploration, Investigative Attitude, and Taking Responsibility were prominent subthemes. On the other hand, the analysis did not produce richer content on career adaptability with gifted students. The results implied the need for practices to advocate social justice for rural gifted students to provide more environmental opportunities and role models to them.

scholarly journals An Examination of Self-Esteem and Empowerment of African American Female Youth in an After School Program

2017 ◽  
Vol 11 (3) ◽  
pp. 26-41 ◽  
Author(s):  
Taylor Unroe ◽  
Rosemary V. Barnett ◽  
Caroline Payne-Purvis
Keyword(s):  
African American ◽  
Protective Factor ◽  
Self Esteem ◽  
After School ◽  
African American Female ◽  
School Program ◽  
Female Population ◽  
After School Program ◽  
Cohort Groups ◽  
Female Cohort

This study investigated self-esteem and empowerment in three African American female cohort groups in an after school program. A sample of 136 students in the after school program comprised the three one-year female and male cohort groups. For this study, 71 African American females in the female cohort groups were analyzed. Social Cognitive Theory and Resiliency Theory were used to explore factors potentially influencing self-esteem and empowerment of an at-risk African American female population, with the after school program serving as a protective factor. Participants completed the Rosenberg Self-Esteem Scale and the Developmental Assets Profile (DAP), but only DAP empowerment items were analyzed. No significant differences were found in self-esteem levels for the three separate female cohort groups. However, evidence was found for a positive correlation between self-esteem and empowerment. Study conclusions identify implications for after school program staff as they identify needs and conduct youth programs accordingly.

Effect of Maternal Depression on Adolescents Self-Esteem and Academic Achievement

2019 ◽  
Vol 13 (2) ◽  
pp. 275-285 ◽  
Author(s):  
Asoke Kumar Saha ◽  
◽  
M. N. Tamanna ◽  
Keyword(s):  
Academic Achievement ◽  
Maternal Depression ◽  
Self Esteem

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

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