The optimal context for gifted students: A preliminary exploration of motivational and affective considerations

This study was designed to verify the efficacy of a conceptual model intend ed to be used to examine the relative effectiveness of a variety of educati onal interventions in terms of the self-reported satisfaction of gifted stu dents affective and motivational needs. The participants in this stage of t he study were 540 Year & students comprising 402 gifted students grouped in selective high schools, 76 gifted students grouped in accelerated cohorts, and a mixed ability group of 62 students. The preliminary analysis of self -reports from the total population of students who participated in the firs t stage of this study, including principal component analysis and multiple regression analyses, supports the social-constructivist conceptual framewor k proposed. The hypothesized positive correlation between the Quality of Sc hool Life variables and Intrinsic Motivation was confirmed. The positive co rrelations between the Anxiety and Tedium variables and the corresponding n egative correlation with Quality of School Life variables lent support for the theoretical rationale underpinning the inclusion of measures of boredom .