The present qualitative pilot study aimed to evaluate students’ perceptions of procedures and outcomes from an affective intervention to increase achievement motivation among gifted students. The intervention was implemented at a summer program with 20 students. Using inductive analysis, participants’ perceptions of the intervention and its effects were evaluated. This study’s findings show most students enjoyed the Achievement Motivation Enhancement sessions and felt they benefited from talking about their experiences with peers in small groups. Students discussed improved self-perceptions and said they benefitted from learning goal valuation, goal-setting, and self-regulation strategies. Implications are discussed.
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