Making a Difference: Motivating Gifted Students who are not Achieving
By Del Siegle, D. McCoach. 2005
102 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/35b3053ccd4c784ba0d0d622ba7a3b658f7d4ad5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Experimental and Cognitive Psychology
- E. Gonida
- P. Metallidou
- Dimitrios Stamovlasis
- Thessaloniki Greece
- L. Rubenstein
- Pamela R. Clinkenbeard
- M. Mitchell
- Del Siegle
In Social Psychology
- E. Gonida
- P. Metallidou
- Dimitrios Stamovlasis
- Thessaloniki Greece
- L. Rubenstein
- Pamela R. Clinkenbeard
- M. Mitchell
- Del Siegle
Citations in the corpus
- Honors Students’ Perceptions of Their High School Experiences (2014, background): “The results of this study provide some support for the Achievement Orientation Model (Siegle, 2013; Siegle & McCoach, 2005).”
- Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story (2008, background): “When students’ interests and choices related to their own learning are considered, engagement in learning is enhanced (Reis & Fogarty, 2006; Siegle & McCoach, 2005).”
- Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents (2018, background): “…& Phillipson, 2012), acknowledge multiple motivational pathways in underachieving gifted students (Snyder & Linnenbrink-Garcia, 2013) and underscore the importance of motivational interventions to cope with gifted underachievement (e.g. Siegle & McCoach, 2005; Siegle, McCoach, & Roberts, 2017).”
- Motivation and gifted students: Implications of theory and research (2012, background): “Siegle and McCoach (2005) presented a motivation model for gifted students that fits with the expectancy-value theoretical framework.”