Maximizing the motivated mind for emergent giftedness

Roeper Review

Volumn 23, Issue 3, 2001, Pages 157-164

  Rea, Dan ^a  

^a GEORGIA SOUTHERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85007866519     PISSN: 02783193     EISSN: 1940865X     Source Type: Journal    
DOI: 10.1080/02783190109554088     Document Type: Article

References (68)

1. Amabile, T. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview Press.
2. Apter, M. (1982). The experience of motivation: The theory of psychological reversals. New York: Academic Press.
3. Apter, M. (1989). Reversal theory: Motivation, emotion and personality. New York: Routledge.
4. Barron, F. (1968). Creativity and personal freedom, Princeton, New Jersey: D. Van Nostrand Company, Inc.
5. Baum, S., Renzulli, J., & Hebert, T. (1994). Reversing underachievement: Stories of success. Educational Leadership, 52 (3), 48-52.
6. Berlyne, D. (1960). Conflict, arousal, and curiosity. New York: McGraw Hill.
7. Bloom, B. (Ed.). (1985). Developing talent in young people. New York: Ballantine.
8. Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
9. Cropley, A. (1994). Creative intelligence: A concept of true giftedness. European Journal for High Ability. 5, 6-23.
10. Cropley, A. (1999). Creativity and cognition: Producing effective novelty. Roeper Review, 21 (4), 253-259.
11. Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
12. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.
13. Csikszentmihalyi, M., & Csikszentmihalyi, L. (Eds.). (1988). Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge University Press.
14. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success & failure. New York: Cambridge University Press.
15. Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
16. Dewey, J. (1933). How we think. Boston: D.C. Heath & Company.
17. Eccles, J., & Wigfield, A. (1985). Teacher expectations and student motivation. In J. Dusek (Ed.), Teacher expectancies. Hillsdale, NJ: Erlbaum.
18. Finke, R., & Bettle, J. (1996). Chaotic cognition: Principles and applications. Mahwah, New Jersey: Lawrence Erlbaum Associates.
19. Flach, F. (1988). Resiliencc… A new strength at times of stress. New York: Fawcett, Columbine.
20. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. NY: Basic Books.
21. Gardner, H. (2000). Intelligence reframed: Multiple intelligences for the 21st century. NY: Basic Books.
22. Good, T., & Brophy, J. (1994). Looking in classrooms (6th ed., pp. 209-262). New York: Harper Collins College Publishers.
23. Haensly, P., & Reynolds, C. (1989). Creativity and intelligence. In J. Glover, R. Ronning, & C. Reynolds (Eds.), Handbook of creativity (pp. 111-132). New York: Plenum Press.
24. Hill, K., & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. Elementary School Journal, 85, 105-126.
25. Hockey, R. (Ed.). (1983). Stress and fatigue in human performance. New York: Wiley.
26. Holland, J.H. (1998). Emergence from chaos to order. Reading, MA: Addison-Wesley.
27. Hudson, L. (1966). Contrary imaginations: A psychological study of the young student. New York: Schocken Books.
28. lannone, R. (1995). Chaos theory and its implications for curriculum and teaching. Education, 115 (4), 541-547.
29. Kauffman, S.A. (1991). Antichaos and adaptation. Scientific American, 265 (2), 78-84.
30. Kauffman, S.A. (1995). At home in the universe: The search for the laws of self organization and complexity. New York: Oxford University Press.
31. Katzko, M., & Monks, F. (Eds.). (1995). Nurturing talent: Individual needs and social ability. The Netherlands: Van Gorcum & Comp.
32. Langton, C. (1992). Life at the edge of chaos. In C. Langton, J. Farmer, S.Rasmussen, & C. Taylor (Eds.), Artificial life II: Santa Fe Institute studies in the sciences of complexity: Vol. 10. Reading, MA: Addison-Wesley.
33. Lewin, R. (1992). Complexity: Life at the edge of chaos. New York: Macmillan.
34. McQuillian, J., & Conde, G. (1996). The conditions of flow in reading: Two studies of optimal experience. Reading Psychology, 17 (2), 109-135.
35. Nicholls, J. (1983). Conception of ability and achievement motivation: A theory and its implications for education. In S. Paris, G. Olson, & H. Stevenson (Eds.), Learning and motivation in the classroom (pp. 211-237) Hillsdale: NJ: Lawrence Erlbaum Associates.
36. Oakerman, C. (1997). Facilitating and learning at the edge of chaos: Expanding the context of experiential education. (ERIC Document Reproduction Service No. ED 414-142)
37. Parker, W. (1997). An empirical typology of perfectionism in academically talented children. American Educational Research Journal, 34 (3), 545-562.
38. Pintrich, P. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. Maehr (Eds.), Advances in motivation and achievement, 6, Motivation enhancing environments (pp. 117-160). Greenwich, CT: JAI Press.
39. Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33-40.
40. Privette, G. (1983). Peak experience, peak performance, and flow: A comparative analysis of positive human experiences. Journal of Personality and Social Psychology, 45, 1361-1368.
41. Prawat, R. S. (1999). Dewey, Peirce, and the learning paradox. American Educational Research Journal, 36 (1), 47-76.
42. Rathunde, K. (1991). Family influences on interest and talent development. Paper presented at the American Educational Research Association Annual Meeting.
43. Rathunde, K., & Csikszentmihayi, M. (1993). Undivided interest and the growth of talent: A longitudinal study of adolescents. Journal of Youth and Adolescence, 22 (4), 385-405.
44. Rea, D. (1993). Reversal theory explanations of optimal experience. In J. Kerr, S. Murgatroyd, & M. Apter (Eds.), Advances in reversal theory (pp. 75-88). Amsterdam, Netherlands: Swets and Zeitlinger.
45. Rea, D. (1995). Motivating at-risk students with serious fun. In D. Rea & R. Warkentin (Eds.), Youth at risk: Reaching for Success (pp. 22-36). Dubuque, Iowa: Benchmark & Benchmark.
46. Rea, D. (1997). Achievement motivation as a dynamical system: Dancing on the "edge of chaos" with "serious fun." (ERIC Document Reproduction Service No. ED 415-287)
47. Rea, D. (1999). Serious fun in social studies for middle schoolers. Social Education, 63 (5), M2-M5.
48. Rea, D. (2000a). Optimal motivation for talent development. Journal for the Education of the Gifted, 23 (2), 187-216.
49. Rea, D. (2000b). The serious benefits of fun in the classroom. Middle School Journal, 31 (4), 23-28.
50. Rea, D. (in press). Optimal motivation for creative intelligence. In D. Ambrose, L. Cohen, & A. Tannenbaum (Eds.), Creative intelligence: Toward theoretic integration. Cresskill, NJ: Hampton Press.
51. Redding, R. (1989). Underachievement in the verbally gifted: Implications for pedagogy. Psychology in the schools, 26, 275-291.
52. Renzulli, J. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 63, 619-620.
53. Renzulli, J. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. Stemberg & J. Davidson (Eds.), Conceptions of Giftedness (pp. 53-92). New York: Cambridge University Press.
54. Revelle, W. (1987). Personality and motivation: Source of inefficiency in cognitive performance. Journal of Research in Personality, 21, 436-452.
55. Silverman, L. (Ed.) (1993). Counseling the gifted and talented. Denver, CO: Love Publishing Company.
56. Stacey, R. (1996). Complexity and creativity in organizations. San Francisco: Berrett-Koehler.
57. Sternberg, R. (1990). Metaphors of the mind: Conception of the nature of intelligence. NY: Cambridge University Press.
58. Stemberg, R. (1996). Successful intelligence: How practical and creative intelligence determine success in life. NY: Simon and Shuster.
59. Sternberg, R. (1998). Principles of teaching for successful intelligence. Educational Psychologist, 33 (2-3), 65-72.
60. Stemberg, R., & Davidson, J. (Eds.). (1986). Conceptions of giftedness. New York: Cambridge University Press.
61. Van der Molen, P. (1985). Learning, self-actualization and psychotherapy. In M. Apter, D. Fontana, & S. Murgatroyd (Eds.), Reversal theory: Applications and development (pp. 103-116). Cardiff, United Kingdom: University College Cardiff Press.
62. Waldrop, M. (1992). Complexity: The emerging science at the edge of order and chaos. New York: Simon & Schuster.
63. Wallach, M., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. NY: Holt, Rinehart and Winston, Inc.
64. Walters, J., & Gardner, H. (1986). The theory of multiple intelligences: Some issues and answers. In R. Sternberg & R. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 163-182). Cambridge: Cambridge University Press.
65. Wassermann, S. (1992). Serious play in the classroom. Childhood Education, 68 (3), 133-139.
66. Weaver, W.T., & Prince, G.M. (1990). Synectics: Its potential for education. Phi Delta Kappan, 71 (5), 378-388.
67. Whitmore, J. (1986). Understanding a lack of motivation to excel. Gifted Child Quarterly, 30, 66-69.
68. Wlodkowski, R. (1985). Enhancing adult motivation to learn. San Francisco: Jossey-Bass.