Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627961
Title: Motivation and approaches to learning in gifted and talented students
Author: Huxley, Kathleen
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2012
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Abstract:
There are not, to the researcher's knowledge, any current studies that focus on the nonacademic learning outcomes of motivation and approaches to learning in a specific group of pupils; those identified as gifted and talented. Hence the author aimed to use this study to provide new knowledge in the field of gifted and talented and school effectiveness research relating to these specific pupils. Participants were a gifted and talented cohort of 286 Year 7 pupils from 19 schools in one UK Local Authority. Pupils' feelings about school and school work (PFSSW) questionnaires developed by Entwistle & Kozeki (1985) were used in a survey approach, measuring ten motivational and ten approaches to learning outcomes. Cohort survey responses were compared to Entwistle & Kozeki's 1985 findings, and the relevant literature. Quantitative statistical analysis, using ANOVA and post hoc tests, was also used to identify significant differences responses across schools, and links between school factors and learning outcomes were investigated. Qualitative analysis, employing questionnaire responses was used to draw up profiles of six gifted underachievers, and these were examined alongside teachers' pen-portraits, and school evaluation, performance and assessment data, Overall, results indicated that examination of motivation and approaches to learning of gifted and talented pupils at a cohort level reveal both homogeneous and heterogeneous preferences on outcome measures. At a school level statistically significant differences across schools are revealed suggesting possible links between particular school factors and non-academic outcomes. At an individual level a diverse range of needs and factors that may impact on gifted underachievers were observed. Implications for research, policy and practice are discussed and it is hoped that the findings of the study will point to the possible direction and focus of further investigation into this under-researched topic.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.627961  DOI: Not available
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