Challenging high-ability students

Studies in Higher Education

Volumn 39, Issue 4, 2014, Pages 659-679

  Scager, Karin ^a   Akkerman, Sanne F ^a   Pilot, Albert ^a   Wubbels, Theo ^a  

^a UTRECHT UNIVERSITY   (Netherlands)

Author keywords

challenge; feedback; flow model; gifted; motivation; perceived learning; undergraduate students

Indexed keywords

EID: 84901320510     PISSN: 03075079     EISSN: 1470174X     Source Type: Journal    
DOI: 10.1080/03075079.2012.743117     Document Type: Article

References (54)

1. Bakker, A.B., and E. Demerouti (2006). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309-28. doi: 10.1108/02683940710733115
2. Bandura, A (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75-78. doi: 10.1111/1467-8721.00064
3. Beijaard, D., J. van Driel, and N. Verloop (1999). Evaluation of story-line methodology in research on teachers' practical knowledge. Studies in Educational Evaluation, 25, 147-62. doi: 10.1016/S0191-491X(99)00009-7
4. Black, P., and D. Wiliam (1998). Assessment and classroom learning. Assessment in Education, 5, 17-74. doi: 10.1080/0969595980050102
5. Boeije, H (2010). Analysis in qualitative research, London: Sage.
6. Clinkenbeard, P (1994). Motivation and highly able students: Resolving paradoxes. In J.F. Feldhusen, J.B Hansen, and S.M. Hoover (Eds.), Talent development: Theories and practice, 187-202.Dubuque, IA: Kendall/Hunt.
7. Csikszentmihalyi, Mihaly (1975). Beyond boredom and anxiety: Experiencing flow in work and play, San Francisco: Jossey-Bass.
8. Csikszentmihalyi, M., S. Abuhamdeh, and J. Nakamura (2005). Flow. In A. Elliot (Eds.), Handbook of competence and motivation, 598-698.New York: Guilford Press.
9. Csikszentmihalyi, M., K. Rathunde, and S. Whalen (1993). Talented teenagers: The roots of success and failure, New York: Cambridge University Press.
10. Deci, E.L., and R.M. Ryan (1985). Intrinsic motivation and self-determination in human behavior, New York: Plenum.
11. Engeser, S., and F. Rheinberg (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32, 158-72. doi: 10.1007/s11031-008-9102-4
12. Freeman, J (1990). The intellectually gifted adolescent. Encouraging the development of exceptional skills and talents. In M.J.A. Howe (Eds.), Encouraging the development of exceptional skills and talents, 89-108.Leicester: British Psychological Society.
13. Freeman, J (1998). Educating the very able: Current international research, London: The Stationery Office.
14. Gallagher, James, ChristineC. Harradine, and MaryRuth Coleman (1997). Challenge or boredom? Gifted students' views on their schooling. Roeper Review, 19, 3132-36. doi: 10.1080/02783199709553808
15. Gentry, M., R.K. Gable, and P. Springer (2000). Gifted and nongifted middle school students: Are their attitudes toward school different as measured by the new affective instrument, My Class Activities?. Journal for the Education of the Gifted, 24, 174-96.
16. Goncalo, J.A., E. Polman, and C. Maslach (2010). Can confidence come too soon? Collective efficacy, conflict and group performance over time. Organizational Behavior and Human Decision Processes, 113, 13-24. doi: 10.1016/j.obhdp.2010.05.001
17. Gruber, H., and H. Mandl (2000). Instructional psychology and the gifted. In K.A. Heller, F.J. Mönks, R.J. SternbergJ., and R.F. SubotnikF. (Eds.), International handbook of giftedness and talent2, 383-96.Oxford: Elsevier Science.
18. Hattie, JohnC. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement, London and New York: Routledge.
19. Heller, K.A. (1999). Individual (learning and motivational) needs versus instructional conditions of gifted education 1. High Ability Studies, 10, 19-21. doi: 10.1080/1359813990100102
20. Hembree, R (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 147-77. doi: 10.3102/00346543058001047
21. Hembree, R. 1990. The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education 21, no. 1: 33-46
22. Henze, I., J.H. van Driel, and N. Verloop (2009). Experienced science teachers' learning in the context of educational innovation. Journal of Teacher Education, 60, 184-99. doi: 10.1177/0022487108329275
23. Hoekman, K., J. McCormick, and M.U.M. Gross (1999). The optimal context for gifted students: A preliminary exploration of motivational and affective considerations. Gifted Child Quarterly, 43, 170-93. doi: 10.1177/001698629904300304
24. Järvela, S., H. Järvenoja, and M. Veermans (2008). Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research, 47, 122-35. doi: 10.1016/j.ijer.2007.11.012
25. Kanevsky, Lannie, and Tacey Keighly (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26, 120-28. doi: 10.1080/02783190309554235
26. Keller, Johannes, and Herbert Bless (2008). Flow and regulatory compatibility: An experimental approach to the flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34, 196-209. doi: 10.1177/0146167207310026
27. Klein, B., D. Rossin, Y. Guo, and Y. Ro (2010). An examination of the effects of flow in learning in a graduate-level introductory operations management course. Journal of Education for Business, 85, 292-98. doi: 10.1080/08832320903449600
28. Larson, R (1988). Flow and writing. In M. Csikszentmihalyi, and S.I. Csikszentmihalyi (Eds.), Optimal experience; psychological studies of flow in consciousness, 150-171.Cambridge: Cambridge University Press.
29. Lens, W, and P. Rand (2000). Motivation and cognition: Their role in the development of giftedness. In K.A. Heller, F.J. Mönks, R.J. Sternberg, and R.F. Subotnik (Eds.), International handbook of giftedness and talent2, 193-202.Oxford: Elsevier Science.
30. Marra, R, and B. Palmer (2004). Encouraging intellectual growth: Senior college student profiles. Journal of Adult Development, 11, 2111-22. doi: 10.1023/B:JADE.0000024544.50818.1f
31. Meijer, P.C., G.J. de Graaf, and J. Meirink (2011). Key experiences in student teachers' development. Teachers and Teaching, 17, 1115-29. doi: 10.1080/13540602.2011.538502
32. Meyer, D.K., and J.C. Turner (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychological Review, 18, 377-90. doi: 10.1007/s10648-006-9032-1
33. Nakamura, J, and M. Csikszentmihalyi (2005). The concept of flow. In C.R. Snyder, and S.J. Lopez (Eds.), Handbook of positive psychology, 89-105.Oxford: Oxford University Press.
34. Nicol, D.J., and D. Macfarlane-Dick (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 2199-218. doi: 10.1080/03075070600572090
35. Pajares, F, and T. Urdan (1996). Exploratory factor analysis of the Mathematics Anxiety Scale. Measurement and Evaluation in Counseling and Development, 29, 35-47.
36. Pekrun, R (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15, 5497-506. doi: 10.1016/j.learninstruc.2005.07.014
37. Pekrun, R (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychological Review, 18, 315-41. doi: 10.1007/s10648-006-9029-9
38. Pekrun, R, T. Goetz, and W. Titz (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 291-105. doi: 10.1207/S15326985EP3702_4
39. Phillips, N, and G. Lindsay (2006). Motivation in gifted students. High Ability Studies, 1, 57-73. doi: 10.1080/13598130600947119
40. Pintrich, P.R., and A. Zusho (2007). Student motivation and self-regulated learning in the college classroom. In P.P. Raymond, and J.C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective, 731-81.Dordrecht: Springer.
41. Reis, S.M., and J.S. Renzulli (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Difference, 20, 308-17. doi: 10.1016/j.lindif.2009.10.012
42. Rogers, K.B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51, 382-96. doi: 10.1177/0016986207306324
43. Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-44. doi: 10.1007/BF00117714
44. Sansone, C, and D.B. Thoman (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10, 175-86. doi: 10.1027/1016-9040.10.3.175
45. Sayler, M.F. (2009). Gifted and thriving: A deeper understanding of the meaning of GT. In L. Shavinina (Eds.), The international handbook on giftedness, 215-30.Amsterdam: Springer Science & Business Media.
46. Shernoff, D.J., M. Csikszentmihalyi, B. Schneider, and E.S. Shernoff (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-76. doi: 10.1521/scpq.18.2.158.21860
47. Shore, B.M., and L.S. Kanevsky (1993). Thinking processes: Being and becoming gifted. In H.A. Heller, and F.J. Mönks, and A.H. Passow (Eds.), International handbook of research and development of giftedness and talent, 133-47.New York: Pergamon.
48. Snow, R.E., and J. Swanson (1992). Instructional psychology: Aptitude, adaptation, and assessment. Annual Review of Psychology, 43, 583-626. doi: 10.1146/annurev.ps.43.020192.003055
49. Van Tassel-Baska, J, and E.F. Brown (2007). Toward the best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 4342-58. doi: 10.1177/0016986207306323
50. Vollmeyer, R, and F. Rheinberg (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review, 18, 239-53. doi: 10.1007/s10648-006-9017-0
51. Wallace, B (2000). Teaching the very able child, London: David Fulton.
52. Wiegant, Fred, Karin Scager, and Johannes Boonstra (2011). An undergraduate course to bridge the gap between textbooks and scientific research. CBE-Life Sciences Education, 10, 83-94. doi: 10.1187/cbe.10-08-0100
53. Wubbels, T, and M. Brekelmans (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43, 6-24. doi: 10.1016/j.ijer.2006.03.003
54. Yorke, M (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501. doi: 10.1023/A:1023967026413