STRUCTURAL DIFFERENCES IN ACHIEVEMENT MOTIVES OF PUPILS GIFTED IN DIFFERENT DOMAINS
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Abstract
Starting from the contemporary understanding of giftedness as a domain-specific quality that is reflected not only in the development of certain types of abilities, but also in different combinations of personal characteristics, an empirical study has been conducted that seeks to complement the knowledge of the motivation of gifted students. The aim is to determine the distinctive features of students gifted in different domains in reference to the following components of the achievement motive: competing with other people, perseverance in achieving the goal and planning orientation. In an effort to get an answer to the question posed, in the focus of this research are four domains of giftedness: music, painting, sports and mathematics. The MOP 2002 instrument was used for the motivation process. The survey was conducted in Serbia on a sample of 473 respondents who attended specialized high schools for the gifted in Novi Sad, Belgrade and Kraljevo.
Overall, the results indicate that students gifted in the four specified domains differ statistically significantly in all aspects of the achievement motive. When it comes to examining the differences between the four groups of respondents in terms of propensity to compete with others and perseverance in achieving the goal, it was found that sports gifted students were statistically significantly different from the artistically and mathematically gifted and have these features more pronounced. Such findings suggest that athletes, in comparison with painters and mathematicians, are most prominent in terms of competitiveness, and that they are prone to compete with others and in the absence of structured situations of this kind, which reflects positively on their motivation and success. Also, gifted students in the domain of sport have a longer persistence in performing relevant activities, probably because they are inherent in some kind of event resistance that may have a disruptive impact. On the other hand, by examining the differences between the gifted in the specified domains in terms of propensity to plan, it was found that the musical and mathematically gifted students are statistically significantly different, and that they prevail in the development of this feature. Such findings are explained by the fact that music, as a highly structured domain, requires elaborate exercise that is carried out on a daily basis, which means, at the same time, that mastering the domain of music requires the effort to achieve what is considered valuable, for which the propensity to plan is especially important.
The findings that giftedness implies different constellations of aspects of achievement motives, depending on the type of domain with which the individual interactssuggest that the motivation of the gifted can only be accurately perceived and adequately supported if located within individual domains. General recommendations for encouraging the motivation of the gifted in the teaching process are: collaboration of students of similar interests and abilities, independent work of students, positioning the teacher in the role of a guide, advisor and facilitator, student-centered teaching, linking teaching content to real-world problems.
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