View in EDS

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.

Saved in:
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]
Copyright of Journal for the Education of the Gifted is the property of Sage Publications Inc. 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
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 193688052
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 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.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ba%2C+Anna%22">Ba, Anna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dumas%2C+Clémence%22">Dumas, Clémence</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22François-Sévigny%2C+Juliette%22">François-Sévigny, Juliette</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hui%2C+Océane%22">Hui, Océane</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cloutier%2C+Mélianne%22">Cloutier, Mélianne</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lelièvre%2C+Gabrielle%22">Lelièvre, Gabrielle</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pilon%2C+Mathieu%22">Pilon, Mathieu</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> mathieu.pilon2@usherbrooke.ca</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+for+the+Education+of+the+Gifted%22">Journal for the Education of the Gifted</searchLink>. Jun2026, Vol. 49 Issue 2, p151-173. 23p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Gifted+persons%22">Gifted persons</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal for the Education of the Gifted is the property of Sage Publications Inc. 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193688052
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/01623532261433004
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 151
    Subjects:
      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Gifted persons
        Type: general
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Self-determination theory
        Type: general
      – SubjectFull: Gender differences (Sociology)
        Type: general
    Titles:
      – TitleFull: 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.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ba, Anna
      – PersonEntity:
          Name:
            NameFull: Dumas, Clémence
      – PersonEntity:
          Name:
            NameFull: François-Sévigny, Juliette
      – PersonEntity:
          Name:
            NameFull: Hui, Océane
      – PersonEntity:
          Name:
            NameFull: Cloutier, Mélianne
      – PersonEntity:
          Name:
            NameFull: Lelièvre, Gabrielle
      – PersonEntity:
          Name:
            NameFull: Pilon, Mathieu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 01623532
          Numbering:
            – Type: volume
              Value: 49
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal for the Education of the Gifted
              Type: main
ResultId 1