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] |
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| Database: | Education Research Complete |
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