The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34 from the sixth, 32 from the seventh and 14 from the eighth grade. Eighty-four of the students attended İstanbul Art and Science Centre, which is an after-school program for gifted students, and 100 of them attended a public special education school for gifted students. The Coopersmith Self-Esteem Inventory was used to assess self-esteem and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom was used to assess motivational components. Findings showed significant correlations between self-esteem, motivation and achievement. Using a regression analysis, in fourth graders general self-esteem, in fifth graders academic self-esteem, in sixth and seventh graders intrinsic motivations and in eighth graders extrinsic motivation were found to predict academic achievement.
BattleJ (1982) Enhancing Self-esteem & Achievement: A Handbook for Professionals. Seattle: Special Child Publications.
2.
BaumS (1984) Meeting the needs of learning disabled gifted students. Roeper Review7(1): 16–19.
3.
BridgemanBShipmanVC (1978) Preschool measures of self-esteem and achievement motivation as predictors of third-grade achievement. Journal of Educational Psychology70(1): 17.
4.
ClinkenbeardPR (1996) Research on motivation and the gifted: implications for identification, programming, and evaluation. Gifted Child Quarterly40(4): 220–221.
5.
ClinkenbeardPR (2012) Motivation and gifted students: implications of theory and research. Psychology in the schools49(7): 622–630.
CoopersmithS (1967) The Antecedents of Self-esteem. San Francisco: W. H. Freeman.
8.
CorpusJHMcClintic-GilbertMSHayengaAO (2009) Within-year changes in children’s intrinsic and extrinsic motivational orientations: contextual predictors and academic outcomes. Contemporary Educational Psychology34: 154–166.
9.
DavisHGConnellJP (1985) The effect of aptitude and achievement on self-system. Gifted Child Quarterly29: 131–136.
10.
ElliotESDweckCS (1988) Goals: an approach to motivation and achievement. Journal of Personality and Social Psychology54(1): 5.
11.
EmerickL (1992) Academic underachievement among the gifted: students’ perceptions of factors that reverse the pattern. Gifted Child Quarterly36(3): 140–146.
12.
EshelYKleinZ (1981) Development of academic self-concept of lower-class and middle class primary school children. Journal of Educational Psychology73(2): 287–293.
13.
FeldmanDH (1986) Nature’s Gambit: Child Prodigies and the Development of Human Potential. New York: Basic Books.
14.
GagneF (2000) Understanding the comlpex choreography of talent development trhough DMGT-based analysis. In: HellerKAMonksRJSternbergRJSubotnikRF (eds) International Handbook of Giftedness and Talent, 2nd ed. Oxford: Elsevier Science Ltd, pp. 67–79.
15.
GilletNVallerandRJLafreniereMK (2012) Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support. Social Psychology of Education15(1): 77–95.
16.
GökçeEÖztunaDElhanHA (2011) Adaptation of Harter’s scale of instrinsic versus extrinsic motivational orientation in the classroom to primary schools in Turkey. Eurasian Journal of Educational Research42: 79–94.
17.
GöktaşM (2008) The relationship between the fifth graders academic self esteem level and their acheivement [İlköğretim beşinci sınıf öğrencilerinin akademik benlik saygısı düzeyleri ile ders başarıları arasındaki ilişki], Unpublished Master Thesis, Dokuz Eylul University, İzmir.
18.
GordonT (2003) Teacher Effectiveness Training. New York: Three Rivers Press.
19.
GottfriedAE (1985) Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology77: 631–645.
20.
GottfriedAE (1990) Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology82: 525–538.
21.
GottfriedAEGottfriedAW (1996) A longitudinal study of academic intrinsic motivation in intellectually gifted children: childhood through early adolescence. Gifted Child Quarterly40(4): 179–183.
22.
GottfriedAWGottfriedAECookRC. (2005) Educational characteristics of adolescents with gifted academic intrinsic motivation: a longitudinal invastigation from school entry through early adulthood. Gifted Child Quarterly49(2): 172–186.
23.
GuayFBoivinMHodgesEVE (1999) Predicting change in academic achievement: a model of peer experiences and self-system processes. Journal of Educational Psychology91: 105–115.
24.
HarlenWDeakin-CrickR (2003) Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice10(2): 169–207.
25.
HarterS (1981) A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Developmental Psychology17(3): 300–312.
26.
HarterS (1983) Developmental perspectives on the self-system. In: MussenP (ed) Handbook of Child Psychology. New York: Wiley, pp. 275–386.
HeinrichKWalterC (1995) [Ignatius of Loyola – gifted or mentally ill?]. Fortschritte der Neurologie-Psychiatrie63(6): 213–219. DOI: 10.1055/s-2007-996618.
29.
HelmkeAVan AkenMAG (1995) The causal ordering of academic achievement and self-concept of ability during elementary school: a longitudinal study. Journal of Educational Psychology87: 624–637.
30.
HogeRDRenzulliJS (1993) Exploring the link between giftedness and self-concept. Review of Educational Research63(4): 449–465.
31.
HogeRDSmitEKHansonSL (1990) School experiences predicting changes in self-esteem of sixth-and seventh-grade students. Journal of Educational Psychology82(1): 117.
32.
JohnsonBWKanoyKW (1980) Locus of control and self-concept in achieving and underachieving bright elementary students. Psychology in the Schools17: 395–399.
33.
KarnesFAWherryJN (1981) Self-concepts of gifted students as measured by the Piers-Harris children’s self-concept scale. Psychological Reports49: 903–906.
34.
KayaFOğurluÜ (2015) The relationship among self-esteem, intelligence, and academic achievement [Benlik saygısı, zekâ ve akademik başarı ilişkisi]. Internationa Journal of Human Sciences12(1): 951–965.
35.
KellyKRColangeloN (1984) Academic and social self-consepts of gifted, general and special students. Except Child50: 551–554.
36.
Leana-TaşcılarMZ (2015) The actiotope model of giftedness: its relationship with motivation, and the prediction of academic achievement among Turkish students. The Australian Educational and Developmental Psychologist32(1): 41–55. DOI: 10.1017/edp.2015.6.
37.
Leana-TaşcılarMZKanlıE (2014) Investigation of perfectionism and self-esteem scores of gifted and average students. Ankara University, Journal of Faculty of Educational Sciences47(2): 1–20.
38.
LemosMSVerissimoL (2014) The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia Social and Behavioral Sciences112: 930–938.
39.
LepperMRCorpusJHIyengarSS (2005) Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology97(2): 184–192.
40.
LoebRCJayG (1987) Self-consept in gifted children: differantial impact in boys and girls. Gifted Child Quarterly1: 9–14.
41.
MarshHWChessorDCravenR. (1995) The effects of gifted and talented programs on academic self-concept: the big fish strikes again. American Educational Research Journal32(2): 285–319.
42.
MartinAJ (2005) Exploring the effects of a youth enrichment program on academic motivation and engagement. Social Psychology of Education8(2): 179–206.
43.
McCoachDBSiegleD (2003a) Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly47(2): 144–154.
44.
McCoachDBSiegleD (2003b) The structure and function of academic self-concept in gifted and general education students. Roeper Review25(2): 61–65.
45.
MEB (1993) İstanbul bilim sanat merkezi [İstanbul Art and Science Center]. Available at: http://www.istanbulbilsem.meb.k12.tr (accessed 20 February 2014).
46.
MEB (2014) Milli Eğitim Bakanlığı-Talim Terbiye Kurulu [Turkish Ministry of Education - The Board of Education Committee]. Available at: http://ttkb.meb.gov.tr(accessed 9 September 2014).
MidgettJRyanBAAdamsGR. (2002) Complication achievement and self-esteem: considering the joint effects of child characteristics and parent-child interactions. Contemporary Educational Psychology27: 132–143.
49.
MuijsRD (1997) Predictors of academic achievement and academic self-concept: a longitudinal perspective. British Journal of Educational Psychology67(3): 263–277.
50.
PeerL (2012) Gifted and talented children with dyslexia. In: StopperMJ (ed.) Meeting the Social and Emotional Needs of Gifted and Talented Children. New York: Routledge, pp. 65–80.
51.
PintrichPR (2000) An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology25(1): 92–104.
52.
PişkinM (1997) Türk ve İngiliz lise öğrencilerinin benlik saygısı yönünden karşılaştırılması. [Comparison of Turkish and English high school students self esteem]. Paper presented at the 3. Ulusal Psikolojik Danışma ve Rehberlik Kongresi Kitabı, Adana.
53.
PokayPBlumenfeldPC (1990) Predicting achievement early and late in the semester: the role of motivation and use of learning strategies. Journal of Educational Psychology82(1): 41.
PyrytMCMendaglioS (1994) The multidimensional self-concept: a comparison of gifted and average ability adolescents. Journal for the Education of the Gifted17(3): 299–305.
56.
RubinRADorleJSandidgeS (1977) Self-esteem and school performance. Psychology in the Schools14(4): 503–507.
SchunkDH (1990) Self-concept and school achievement. In: RogersCGKutnickP (eds) The Social Psychology of the Primary School. London: Routledge, pp. 70–79.
59.
SchunkDHPintrichPRMeeceML (2008) Motivation in Education: Theory, Research and Applications, 3rd ed. Upper Saddle River: Pearson.
60.
StakeJEMaresKR (2001) Science enrichment programs for gifted high school girls and boys: predictors of program impact on science confidence and motivation. Journal of Research in Science Teaching38(10): 1065–1088.
61.
TopçuS (2015) Üstün ve Normal zeka Düzeyine Sahip Öğrencilerde Içsel-dışsal Motivasyon ve Benlik Saygısı Arasındaki Ilişki [Relationship between Intrinsic-extrinsic Motivation and Self-esteem among Gifted and Average Students], Unpibleshed Master Thesis, Istanbul University, Istanbul.
62.
VallerandRJGagneFSenecalC. (1994) A comparison of school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly38: 172–175.
63.
VialleWHeavenPCCiarrochiJ (2005) The relationship between self-esteem and academic achievement in high ability students: evidence from the Wollongong Youth Study. Australasian Journal of Gifted Education14(2): 39–45.
64.
WalbergHJ (1984) Improving the productivity of America’s schools. Educational Leadership41: 19–27.
65.
ZeidnerMSchleyerE (1999) The effects of educational context on individual difference variables, self-perceptions of giftedness, and school attitudes in gifted adolescents. Journal of Youth and Adolescence28(6): 687–703.
66.
ZeidnerMSchleyerEJ (1999) The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology24(4): 305–329.
67.
ZieglerAHellerKABroomeP (1996) Motivational preconditions for gitls gifted and highly gifted in physics. High Ability Studies7(2): 129–143.
68.
ZimmermanBJSchunkDH (1989) Self-regulated Learning and Academic Achievement: Theory, Research, and Practice. New York: Springer.
69.
ZolabiK (2012) Self-esteem and motivation for learning among minority students: a comparison between students of pre-academic and regular programs. Creative Education3(8): 1397–1403.
