ERIC Number: EJ1164833
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
The Role of Motivation and Self-Esteem in the Academic Achievement of Turkish Gifted Students*
Topçu, Sevgi; Leana-Tascilar, Marilena Z.
Gifted Education International, v34 n1 p3-18 Jan 2018
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 Istanbul 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.
Descriptors: Foreign Countries, Self Esteem, Academic Achievement, Gifted, Learning Motivation, Predictor Variables, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Self Concept Measures, Correlation, Gender Differences, Cohort Analysis, Regression (Statistics), Factor Analysis, Statistical Analysis, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Coopersmith Self Esteem Inventory