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Abstract

Academic fun is hypothesized to consist largely of the degree of success an individual anticipates from an activity. In this context, "fun" relates to the levels of arousal and control perceived to be afforded by the task. Gifted elementary and middle school students' conceptions of academic fun were examined using repertory grid techniques (e.g., Kelly, 1955). Results indicate that students' conceptions of fun are highly similar across age and gender. However, differences in ratings of academic situations suggest that gifted boys view technology and computer activities as more fun than girls do. In addition, confirming many suspicions, age trends revealed that mathematics decreases in perceived fun as children progress through school.

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Gifted Students' Conceptions of Academic Fun: An Examination of a Critical Construct for Gifted Education

Abstract

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