Creative Climate and Motivation for Learning in the 1st Cycle of Elementary Education: A Comparative Study Between Gifted and Typically Developing Students

Abstract

This study analyses the differences between gifted students and students with typical development with regard to the creative climate in the classroom and motivation for learning in the first Cycle of Elementary Education in Portugal. The sample included 74 students (40 typical development and 34 gifted), aged between 7 and 10 years. Two instruments validated in the Portuguese context were used: the “Climate for Creativity in the Classroom Scale” (Dias, 2014) and the “Motivation to Learn Assessment Scale” (EMA) (Neves & Boruchovitch, 2007), which enabled a detailed analysis of students’ perceptions of creativity in teaching practices and the underlying motivational factors. The study sought to understand how the educational environment influenced various dimensions of motivation—intrinsic and extrinsic—in the two groups of students. It also aimed to identify differentiating elements that can guide teaching practices that are better suited to the needs of gifted students. The results showed that gifted students had a higher perception of their creativity and autonomy, while typical students showed higher levels of intrinsic motivation. No significant differences were found in interest in learning and support for the expression of ideas. Positive correlations were identified between creative climate factors and motivation, especially in gifted students, where extrinsic motivation was related to support for the expression of ideas and interest in learning. This suggests that a creative environment can foster both motivation and the development of cognitive and socio-emotional skills, encouraging meaningful learning that is appropriate to the specificities of each profile.