Abstract
Gifted motivation was proposed by Gottfried & Gottfried (2004) as an area of giftedness in and of itself distinct from intellectual giftedness. Gifted motivation applies to those individuals who are superior in their strivings and determination pertaining to an endeavor. The foundation for theorizing about and providing empirical validation for this construct is based on the authors’ longitudinal study of giftedness in the realm of academic intrinsic motivation. Academic intrinsic motivation is defined as enjoyment of school learning characterized by an orientation toward mastery, curiosity, persistence, task-endogeny, and the learning of challenging, difficult, and novel tasks. The present chapter will present theory and contemporary findings regarding gifted motivation, and how this relate to concurrent and long-term outcomes from childhood through early adulthood. Implications for identification of gifted motivation, program selection, and program development and evaluation will be advanced.
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Gottfried, A.E., Gottfried, A.W. (2009). Development of Gifted Motivation: Longitudinal Research and Applications. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_30
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