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Academic Motivation in Gifted-Only and Twice-Exceptional Elementary Students With ADHD or Specific Learning Disorder: A Differential Portrait Based on the Self-Determination Theory and Gender Differences.

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Bibliographic Details
Title:	Academic Motivation in Gifted-Only and Twice-Exceptional Elementary Students With ADHD or Specific Learning Disorder: A Differential Portrait Based on the Self-Determination Theory and Gender Differences.
Authors:	Ba, Anna¹ (AUTHOR), Dumas, Clémence² (AUTHOR), François-Sévigny, Juliette² (AUTHOR), Hui, Océane² (AUTHOR), Cloutier, Mélianne² (AUTHOR), Lelièvre, Gabrielle² (AUTHOR), Pilon, Mathieu² (AUTHOR) mathieu.pilon2@usherbrooke.ca
Source:	Journal for the Education of the Gifted. Jun2026, Vol. 49 Issue 2, p151-173. 23p.
Subject Terms:	Academic motivation, Gifted persons, Attention-deficit hyperactivity disorder, Learning disabilities, Self-determination theory, Gender differences (Sociology)
Abstract:	Little is known about the academic motivation of twice-exceptional students, although it represents a protective factor for academic success. Guided by Self-Determination Theory, this study investigated academic motivation among gifted-only and twice-exceptional students with Attention Deficit/Hyperactivity Disorder (ADHD) or a specific learning disorder (SLD), considering parent and student perspectives as well as student gender. Participants were 214 Canadian parents (M age = 41.09; 93.50% mothers) of gifted-only and twice-exceptional elementary school students, and 103 of those students (M age = 9.50; 62.10% boys) who completed online questionnaires. Twice-exceptional students reported lower levels of intrinsic motivation, integrated regulation, and self-efficacy than gifted-only students. Twice-exceptional girls showed higher levels of intrinsic motivation and identified regulation and lower levels of amotivation than twice-exceptional boys. These findings highlight the presence of a gender-masking effect on academic motivation among twice-exceptional students with ADHD or SLD, emphasizing the necessity of examining academic motivation through a gender-specific perspective within this population. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Little is known about the academic motivation of twice-exceptional students, although it represents a protective factor for academic success. Guided by Self-Determination Theory, this study investigated academic motivation among gifted-only and twice-exceptional students with Attention Deficit/Hyperactivity Disorder (ADHD) or a specific learning disorder (SLD), considering parent and student perspectives as well as student gender. Participants were 214 Canadian parents (M age = 41.09; 93.50% mothers) of gifted-only and twice-exceptional elementary school students, and 103 of those students (M age = 9.50; 62.10% boys) who completed online questionnaires. Twice-exceptional students reported lower levels of intrinsic motivation, integrated regulation, and self-efficacy than gifted-only students. Twice-exceptional girls showed higher levels of intrinsic motivation and identified regulation and lower levels of amotivation than twice-exceptional boys. These findings highlight the presence of a gender-masking effect on academic motivation among twice-exceptional students with ADHD or SLD, emphasizing the necessity of examining academic motivation through a gender-specific perspective within this population. [ABSTRACT FROM AUTHOR]
ISSN:	01623532
DOI:	10.1177/01623532261433004