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
Language: English
Authors: Anna Ba, Clémence Dumas, Juliette François-Sévigny, Océane Hui, Mélianne Cloutier, Gabrielle Lelièvre, Mathieu Pilon (ORCID 0000-0003-3857-0589)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1505950
AccessLevel: 3
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: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anna+Ba%22">Anna Ba</searchLink><br /><searchLink fieldCode="AR" term="%22Clémence+Dumas%22">Clémence Dumas</searchLink><br /><searchLink fieldCode="AR" term="%22Juliette+François-Sévigny%22">Juliette François-Sévigny</searchLink><br /><searchLink fieldCode="AR" term="%22Océane+Hui%22">Océane Hui</searchLink><br /><searchLink fieldCode="AR" term="%22Mélianne+Cloutier%22">Mélianne Cloutier</searchLink><br /><searchLink fieldCode="AR" term="%22Gabrielle+Lelièvre%22">Gabrielle Lelièvre</searchLink><br /><searchLink fieldCode="AR" term="%22Mathieu+Pilon%22">Mathieu Pilon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3857-0589">0000-0003-3857-0589</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Education+of+the+Gifted%22"><i>Journal for the Education of the Gifted</i></searchLink>. 2026 49(2):151-173.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Twice+Exceptional%22">Twice Exceptional</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</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%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Academic+Motivation+Scale%22">Academic Motivation Scale</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/01623532261433004
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-3532<br />2162-9501
– 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[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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505950
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505950
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/01623532261433004
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 151
    Subjects:
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Twice Exceptional
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Canada
        Type: general
      – SubjectFull: Academic Motivation Scale
        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: Anna Ba
      – PersonEntity:
          Name:
            NameFull: Clémence Dumas
      – PersonEntity:
          Name:
            NameFull: Juliette François-Sévigny
      – PersonEntity:
          Name:
            NameFull: Océane Hui
      – PersonEntity:
          Name:
            NameFull: Mélianne Cloutier
      – PersonEntity:
          Name:
            NameFull: Gabrielle Lelièvre
      – PersonEntity:
          Name:
            NameFull: Mathieu Pilon
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0162-3532
            – Type: issn-electronic
              Value: 2162-9501
          Numbering:
            – Type: volume
              Value: 49
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal for the Education of the Gifted
              Type: main
ResultId 1