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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| 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 |
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| Language: | English |
| Authors: | Anna Ba, Clémence Dumas, Juliette François-Sévigny, Océane Hui, Mélianne Cloutier, Gabrielle Lelièvre, Mathieu Pilon (ORCID |
| Source: | Journal for the Education of the Gifted. 2026 49(2):151-173. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Academically Gifted, Twice Exceptional, Elementary School Students, Students with Disabilities, Attention Deficit Hyperactivity Disorder, Learning Disabilities, Self Determination, Gender Differences, Student Motivation, Self Efficacy, Self Management, Foreign Countries |
| Geographic Terms: | Canada |
| Assessment and Survey Identifiers: | Academic Motivation Scale |
| DOI: | 10.1177/01623532261433004 |
| ISSN: | 0162-3532 2162-9501 |
| 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[subscript age] = 41.09; 93.50% mothers) of gifted-only and twice-exceptional elementary school students, and 103 of those students (M[subscript 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505950 |
| Database: | ERIC |
| 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[subscript age] = 41.09; 93.50% mothers) of gifted-only and twice-exceptional elementary school students, and 103 of those students (M[subscript 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. |
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| ISSN: | 0162-3532 2162-9501 |
| DOI: | 10.1177/01623532261433004 |
