High-Ability Students' Need Satisfaction and Motivation in Pull-Out and Regular Classes: A Quantitative and Qualitative Comparison between Settings

Autor/inn/en	Hornstra, Lisette; van Weerdenburg, Marjolijn; van den Brand, Maartje; Hoogeveen, Lianne; Bakx, Anouke
Titel	High-Ability Students' Need Satisfaction and Motivation in Pull-Out and Regular Classes: A Quantitative and Qualitative Comparison between Settings
Quelle	In: Roeper Review, 44 (2022) 3, S.157-172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hornstra, Lisette) ORCID (van Weerdenburg, Marjolijn) ORCID (Hoogeveen, Lianne) ORCID (Bakx, Anouke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2022.2071367
Schlagwörter	Academically Gifted; Gifted Education; Student Needs; Special Classes; Ability Grouping; Student Satisfaction; Student Motivation; Foreign Countries; Elementary School Students; Learning Motivation; Student Attitudes; Interpersonal Relationship; Personal Autonomy; Competence; Learner Engagement; Educational Environment; Netherlands; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Special class; Sonderklasse; Homogene Gruppierung; Niveaugruppierung; Streaming; Schulische Motivation; Ausland; Motivation for studies; Lernmotivation; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Niederlande
Abstract	In this two-part study, high-ability students' experiences of need support, need satisfaction, and motivation in regular and pull-out classes were compared. Quantitative results from Study 1 indicated that high-ability students (N = 203) reported more satisfaction of their needs for autonomy, competence, and relatedness and more favorable motivational outcomes in their pull-out class compared to their regular class. In both settings, need satisfaction predicted high-ability students' motivational outcomes. These findings could be explained by the qualitative findings from Study 2 which indicated that high-ability students (N = 11) experienced pull-out class teachers as more supportive of their needs than their regular class teachers. Overall, findings suggest that need-supportive teaching is an effective strategy to foster high-ability students' motivation in both regular classes as well as pull-out classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01