Toward the Development of a Conceptualization of Gifted Motivation

By A. E. Gottfried, A. Gottfried. 2004

87 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2cf8ab8f0a49d6b36409b2d17a0821faa39c2bcc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Phillip E. Morris
2. Clayton R. Cook
3. A. E. Gottfried
4. A. Gottfried
5. George A. Marcoulides
6. Shaljan Areepattamannil
7. John G. Freeman

In Experimental and Cognitive Psychology

1. A. E. Gottfried
2. A. Gottfried
3. Pamella H. Oliver
4. Clayton R. Cook
5. Phillip E. Morris
6. George A. Marcoulides
7. Shaljan Areepattamannil
8. D. Klinger

In Social Psychology

1. A. Gottfried
2. A. E. Gottfried
3. Clayton R. Cook
4. Phillip E. Morris
5. George A. Marcoulides
6. Pamella H. Oliver
7. Shaljan Areepattamannil
8. D. Klinger

Citations in the corpus

• Educational Characteristics of Adolescents With Gifted Academic Intrinsic Motivation: A Longitudinal Investigation From School Entry Through Early Adulthood (2005, methodology): “It has been shown to have substantial criterion-related (concurrent and predictive) and construct validity with regard to children’s development and achievement from childhood through adolescence and to be superior in intellectually gifted children (Gottfried & Gottfried, 1996, 2004).”
• Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence (2007, background): “…of their academic competency, lower academic anxiety, and less extrinsic motivation (A.E. Gottfried, 1985, 1990; A.E. Gottfried, Fleming, & Gottfried, 1994; A.E. Gottfried & Gottfried, 2004; A.W. Gottfried, Gottfried, Bathurst, & Guerin, 1994; A.W. Gottfried, Gottfried, Cook, & Morris, 2005).”
• Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India (2011, background): “Intrinsically motivated students tend to have higher academic achievement (e.g., Areepattamannil and Freeman 2008; Areepattamannil et al. 2010; Gottfried et al. 2007), higher intellectual performance (e.g., Gottfried and Gottfried 1996, 2004 ), higher self-esteem (e.g., Deci and Ryan 1995), greater”