Leiden University Student Repository

Wullschleger, Doortje (2015)

Het sociaal welbevinden en de intrinsieke motivatie, twee voorwaarden voor hoogbegaafde leerlingen in het primair onderwijs om tot leren te kunnen komen

Master thesis | Education and Child Studies (MSc)

In Dutch education increasing attention is being given to the talent of gifted students. In this research the learning conditions, the social well-being and the intrinsic motivation are central. 56 gifted students from grades 4, 5, and 6 (age 8-12) in primary education have been tested. The students have filled out two questionnaires. One questionnaire was made for this research and focuses on the learning needs of gifted students. The other is a standardized questionnaire, and called in Dutch, de Competentie Belevingsschaal voor Kinderen (CBSK). In addition, an interview has been done about the learning needs of gifted students. The results show no significant differences among gifted students from grade 4 and 6 (age 8-12) as far as social well-being and intrinsic motivation are concerned. Besides, no significant differences were found with regard to the social well-being and the intrinsic motivation and visiting the ‘plusklas’. A regression analysis was used to test if there was a...Show moreIn Dutch education increasing attention is being given to the talent of gifted students. In this research the learning conditions, the social well-being and the intrinsic motivation are central. 56 gifted students from grades 4, 5, and 6 (age 8-12) in primary education have been tested. The students have filled out two questionnaires. One questionnaire was made for this research and focuses on the learning needs of gifted students. The other is a standardized questionnaire, and called in Dutch, de Competentie Belevingsschaal voor Kinderen (CBSK). In addition, an interview has been done about the learning needs of gifted students. The results show no significant differences among gifted students from grade 4 and 6 (age 8-12) as far as social well-being and intrinsic motivation are concerned. Besides, no significant differences were found with regard to the social well-being and the intrinsic motivation and visiting the ‘plusklas’. A regression analysis was used to test if there was a connection between the CBSK and the intrinsic motivation. Nothing significant was found. A regression correlation did show a connection between the CBSK and the social well-being. Additional research could focus on the social well-being and the (intrinsic) motivation of the gifted pupil in relation to the teacher and a way of deepening the teaching material. The latter one could be offered by taking an empiric cycles and by teaching an exploring attitude with gifted students in order to develop their talent as much as possible and being intrinsic motivated.Show less

Hoogbegaafdheid

Sociaal welbevinden

Intrinsieke motivatie

plusklas

Author

Wullschleger, Doortje

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Onderwijskunde

Supervisors

Leijenhorst, Linda van

ECTS Credits

20

Language

nl