A Quantitative Study on Reading and Writing Motivations of 8–10 Years Old Gifted Children.
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| Title: | A Quantitative Study on Reading and Writing Motivations of 8–10 Years Old Gifted Children. |
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| Authors: | Ozcan Kara, Deniz1 (AUTHOR) deniz.ozcan@omu.edu.tr, Aydogan, Mustafa1 (AUTHOR), Celik Sahin, Aysenur1 (AUTHOR), İseri Kobal, Büşra1 (AUTHOR) |
| Source: | Psychology in the Schools. Oct2025, Vol. 62 Issue 10, p4159-4169. 11p. |
| Subject Terms: | *Reading motivation, *Gifted children, *Parenting, *Academic achievement, *Encouragement, *Individualized instruction, *Age differences, Quantitative research |
| Abstract: | The purpose of this study was to examine the reading and writing motivation of gifted students aged 8–10 years. In the study, the effect of motivation on students' academic achievement and learning processes was addressed, and the relationships between reading and writing motivation and variables such as age, gender, number of siblings and parental education level were analyzed. The study was conducted using the general survey model, one of the quantitative research designs. The study group of the research consisted of 111 gifted students aged 8, 9, and 10 who were attending primary school and studying at the Science and Art Center in Samsun province. "Primary School Motivation Scale" was used as a data collection tool and SPSS 27.0 software was preferred for data analysis. The findings showed that 9‐year‐old gifted students had significantly higher reading and writing motivation compared to their 8‐ and 10‐year‐old peers. In addition, it was determined that writing motivation decreased significantly as the number of siblings increased. In line with the findings, several suggestions were made, such as the development of individualized education programs to support the reading and writing motivation of gifted students. Practitioner Points: 9‐year‐old gifted students showed significantly higher scores in reading and writing motivation compared to their 8‐ and 10‐year‐old peers. This suggests the importance of age‐specific teaching strategies.It was observed that motivation to write decreased as the number of siblings increased. This finding suggests that individualized support such as mentoring or small group writing workshops may be beneficial for students from large families.Intrinsic motivation was found to be the main factor affecting gifted students' participation in the reading and writing process. Therefore, it is recommended that teachers include challenging reading materials and creative writing activities in their curricula. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187949527 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Quantitative Study on Reading and Writing Motivations of 8–10 Years Old Gifted Children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ozcan+Kara%2C+Deniz%22">Ozcan Kara, Deniz</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> deniz.ozcan@omu.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Aydogan%2C+Mustafa%22">Aydogan, Mustafa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Celik+Sahin%2C+Aysenur%22">Celik Sahin, Aysenur</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22İseri+Kobal%2C+Büşra%22">İseri Kobal, Büşra</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Oct2025, Vol. 62 Issue 10, p4159-4169. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+motivation%22">Reading motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Gifted+children%22">Gifted children</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Encouragement%22">Encouragement</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Age+differences%22">Age differences</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to examine the reading and writing motivation of gifted students aged 8–10 years. In the study, the effect of motivation on students' academic achievement and learning processes was addressed, and the relationships between reading and writing motivation and variables such as age, gender, number of siblings and parental education level were analyzed. The study was conducted using the general survey model, one of the quantitative research designs. The study group of the research consisted of 111 gifted students aged 8, 9, and 10 who were attending primary school and studying at the Science and Art Center in Samsun province. "Primary School Motivation Scale" was used as a data collection tool and SPSS 27.0 software was preferred for data analysis. The findings showed that 9‐year‐old gifted students had significantly higher reading and writing motivation compared to their 8‐ and 10‐year‐old peers. In addition, it was determined that writing motivation decreased significantly as the number of siblings increased. In line with the findings, several suggestions were made, such as the development of individualized education programs to support the reading and writing motivation of gifted students. Practitioner Points: 9‐year‐old gifted students showed significantly higher scores in reading and writing motivation compared to their 8‐ and 10‐year‐old peers. This suggests the importance of age‐specific teaching strategies.It was observed that motivation to write decreased as the number of siblings increased. This finding suggests that individualized support such as mentoring or small group writing workshops may be beneficial for students from large families.Intrinsic motivation was found to be the main factor affecting gifted students' participation in the reading and writing process. Therefore, it is recommended that teachers include challenging reading materials and creative writing activities in their curricula. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/pits.23605 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 4159 Subjects: – SubjectFull: Reading motivation Type: general – SubjectFull: Gifted children Type: general – SubjectFull: Parenting Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Encouragement Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Age differences Type: general – SubjectFull: Quantitative research Type: general Titles: – TitleFull: A Quantitative Study on Reading and Writing Motivations of 8–10 Years Old Gifted Children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ozcan Kara, Deniz – PersonEntity: Name: NameFull: Aydogan, Mustafa – PersonEntity: Name: NameFull: Celik Sahin, Aysenur – PersonEntity: Name: NameFull: İseri Kobal, Büşra IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 62 – Type: issue Value: 10 Titles: – TitleFull: Psychology in the Schools Type: main |
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