Gifted Secondary School Students: The Perceived Relationship Between Enrichment and Goal Valuation. (December 2016)

• Record Type: Journal Article
• Authors: Brigandi, Carla B.; Siegle, Del; Weiner, Jennie M.; Gubbins, E. Jean; Little, Catherine A.
• Is Part Of: Journal for the education of the gifted. Volume 39:Number 4(2016:Dec.)
• Page Start: 263
• Page End: 287
• Publication Date: 2016-12
• Subjects: gifted secondary school students -- achievement orientation -- goal valuation -- enrichment -- Type III Enrichment; Gifted children -- Education -- United States -- Periodicals; 371.9505
• DOI: 10.1177/0162353216671837
• Languages: English
• ISSNs: 0162-3532

Abstract

Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short-answer surveys, and student work. Findings indicate a relationship between participation in enrichment and goal valuation. Students engaged in Type III Enrichment perceived their projects as interesting, beneficial, and/or as related to perceptions of identity. In addition, factors of goal valuation were related to students' continued interest and perceptions of enjoyment after completion of the enrichment projects. These findings have implications for structuring gifted education programs that meet the special needs of gifted secondary school learners.