Gifted students intrinsic and extrinsic motivation in U.A.E government schools
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Date
2009-01
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Publisher
The British University in Dubai (BUiD)
Abstract
This study investigated gifted students intrinsic and extrinsic motivational behavior towards leaning in U.A.E government schools, four gifted students were chosen form three U.A.E government schools, ages 14/15 years old. Students, teachers and parents were interviewed and observed in the class room, in order to find what type of motivation directs their behavior towards engaging/valuing school activities, plus the strategies used by teachers to support their motivation to learn. The results indicated that gifted students are having a mixed behavior of intrinsic and extrinsic motivation towards learning rather than intrinsically motivated. Teacher's attitudes and learning styles are directing them more to be externally regulated towards material rewards or importance of grades, gifted students are disliking and not finding any meaning for some subjects they are being taught because of the discouraging and disrespectful attitude of their teachers.
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Keywords
gifted students, motivation, United Arab Emirates (UAE), government schools, teaching strategies, teachers' attitudes, learning styles