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Direct linkSiegle, Del; DaVia Rubenstein, Lisa; McCoach, D. Betsy – Psychology in the Schools, 2020
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors…
Descriptors: Teacher Attitudes, Parent Attitudes, Student Attitudes, Academically Gifted
Is Having Low Motivation the Same as Not Having High Motivation? Comparing the CSAS-R and the SAAS-R
McCoach, Betsy; Newton, Sarah D.; Siegle, Del; Baslanti, Ugur; Picho, Katherine – High Ability Studies, 2016
The purpose of the current study was to examine the relationships among the Challenges to Scholastic Achievement Scale-Revised (CSAS-R) and The School Attitude Assessment Survey-Revised (SAAS-R) items and factors to determine whether the negative scales on the CSAS-R seemed to be measuring the same constructs as those that are measured on the…
Descriptors: Goal Orientation, Comparative Analysis, Outcomes of Education, Positive Attitudes
Brigandi, Carla B.; Siegle, Del; Weiner, Jennie M.; Gubbins, E. Jean; Little, Catherine A. – Journal for the Education of the Gifted, 2016
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…
Descriptors: Academically Gifted, Secondary School Students, Parents, Secondary School Teachers
