Affective Benefits from Academic Competitions for Middle School Gifted Students

Adams D. W. Pasch M. (1987). The past as experience: A qualitative assessment of National History Day. The History Teacher, 20, 179–194.

Butler R. Nisan M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of Educational Psychology, 78, 210–216.

Cameron J. (2001). Negative effects of reward on intrinsic motivation—a limited phenomenon: Comment on Deci, Koestner, and Ryan (2001). Review of Educational Research, 71, 29–42.

Damon W. (1995). Greater expectations: Overcoming the culture of indulgence in America's homes and schools. New York: Free Press.

Davis G. A. Rimm S. B. (2004). Education of the gifted and talented. 5th ed.: New York.

Deci E. L. Ryan R. M. Koestner R. (2001). The pervasive negative effects of rewards on intrinsic motivation: Response to Cameron (2001). Review of Educational Research, 71, 43–51.

Gardner H. Csikszentmihalyi M. Damon W. (2001). Good work: When excellence and ethics meet. New York: Basic Books.

Karnes F. A. Riley T. L. (2005). Competitions for talented kids: Win scholarships, big prize money, and recognition. Waco, TX: Prufrock Press.

Lepper M. R. (1983). Social-control processes and the internalization of social values: An attributional perspective. In Higgins E. T. Ruble D. N. Hartup W. W. (Eds.), Social cognition and social development: A sociocultural perspective (pp. 294–330). New York: Cambridge University Press.

Lepper M. R. Corpus J. H. Iyengar S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196.

Meriweather S. Karnes F. A. (1986). Gifted education in rural areas. Rural Special Education Quarterly, 7(2), 10–14.

Porta A. R. (2002). Using diversity among biomedical scientists as a teaching tool. American Biology Teacher, 64, 176–182.

Rogers C. (1959). A theory of therapy, personality, and interpersonal relationships, as developed in the client-centered framework. In Koch S. (Ed.), Psychology: A study of a science (Vol. 3, pp. 184–256). New York: McGraw-Hill.