Primary School Teachers’ Views on the Learning Motivation of Gifted Students

Abstract

The study aims to identify the internal and external factors that influence the learning motivation of gifted students from primary school teachers’ points of view. The study was conducted between February 2023 and September 2024 and involved 70 (n =70) primary school teachers. The study addresses two research questions: RQ1: What internal factors enhance the learning motivation of gifted students from primary school teachers’ points of view? RQ2: What external factors influence the learning motivation of gifted students from primary school teachers’ points of view? The study was conducted based on a qualitative research design to achieve the aim of the study and answer the research questions. The collected data were analysed using content analysis consisting of three stages - open coding, axial coding, and selective coding. The study revealed that curiosity, achievement, and enjoying the experience are internal factors affecting gifted students’ motivation to learn. Curiosity is mainly driven by interest, and achievements depend on goal setting and participation in various activities, but environment, engagement, and autonomy are significant for enjoying the experience. The main external factors influencing learning motivation are recognition and support. Primary school teachers believe gifted students can be motivated to learn through praise and that teachers and parents can support them more effectively. The study develops a learning motivation model to identify the factors and sub-factors influencing gifted students’ learning motivation. The findings help primary school teachers to identify the internal and external factors affecting the learning motivation of gifted students.